The Reason of Schooling : Historicizing Curriculum Studies, Pedagogy, and Teacher Education
04 Sep 2014-
TL;DR: The authors discusses Curriculum studies, the reason of "reason" and schooling, and the history of the New Orleans school system after Hurricane Katrina, focusing on the role of voluntary servitude as a new form of governing.
Abstract: Contents Preface Acknowledgments * Curriculum Studies, The Reason of "Reason" and Schooling. Thomas S. Popkewitz SECTION ONE: SOCIAL EPISTEMOLOGY AND THE REASON OF "REASON" * The Construction of Society and Conceptions of Education: Comparative Visions in Germany, France, and the United States around 1900. Daniel Trohler *Cold War, Hot Peace, and Systems of Reasoning about Youth. Nancy Lesko * Discourse On (Teaching) Method: Challenging the Reason of Contemporary Teacher Education. Daniel Friedrich * The Disaster that Founds Public Education: Social Inequity, Race, and Rebuilding the New Orleans School System after Hurricane Katrina. Amy Sloane * Voluntary Servitude as a New Form of Governing: Reinstating Kneeling-bowing Rites in Modern China. Weili Zhao SECTION TWO: "REASON", SCIENCE AND MAKING KINDS OF PEOPLE * Genius as an Historical Event: Its Making as a Statistical Object and Instrument for Governing Schooling. Catarina Silva Martins *"Catholic" Secularism and the Jewish Gaucho School: Salvation Themes of The 19th Century Argentinean Citizen. Ezequiel Gomez Caride * Chasing The Chimera's Tails: An Analysis of Interest in Science. Lars Bang and Paola Valero * Numbers in Telling Educational Truth: Fabrications of Kinds of People and Social Exclusion . Thomas S. Popkewitz. SECTION THREE: THE ALCHEMY OF SCHOOL SUBJECTS, EXCLUSION/ ABJECTIONS * Transgression as Democratic Convivenza: Italian School Policy and the Discourse of Integration. Jamie A. Kowalczyk * Back to the Basics: Inventing the Mathematical Self. Jennie Diaz * The Social Question Revisited: The Configuration of the Social Dimension in the European Education Space. Kenneth Petersson, Ulf Olsson, John B. Krejsler * Fictions of the Transcendent and the Making of Value in Music Education in the United States. Ruth I. Gustafson * The Problem: Historicizing the Guatemalan Projection and Protection of the "Indian." Ligia (Licho) Lopez
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TL;DR: The authors explore the possibilities of queer theory in art education, and playfully, perhaps provocatively, ask how art education can help children turn out to be queers, and explore the ways in which art education researchers address queerness and how those forms of address impact the relations that are possible within the educational dynamic.
Abstract: This article explores the possibilities of queer theory in art education, and I playfully, perhaps provocatively, ask how art education can help kids turn out queer. Moving away from both victim narratives of queer subjects and the attention on gay artists, who often are the focus of scholarship in art education, I contemplate the ways in which art education researchers address queerness and how those forms of address impact the relations that are (im)possible within the educational dynamic. I ask, “In what ways has queer been addressed in art education research, and how can other scholars push forward with such work to continue queer projects?” I observe a need to challenge fears around queer topics and contemplate how queerness, embedded in theory and practice, disputes and disrupts art education research.
29 citations
Cites background from "The Reason of Schooling : Historici..."
...However, as Thomas Popkewitz (2015) made clear, the practical—that favorite word of education and its desire for efficiency—is itself rather impractical, always already conditioned by context and what reasons are considered reasonable under the guise of practicality (pp. 1-2)....
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TL;DR: In this article, a systematic research review containing 11,000 articles on international large-scale assessment (ILSA) research is presented, where several activities operating under the "formal radar" of science and governmental policy are observed, which are analytically named grey zone activities.
Abstract: This paper elaborates on a systematic research review containing 11,000 articles on international large-scale assessment (ILSA) research. Several activities operating under the ‘formal radar’ of science and governmental policy are observed, which we analytically name ‘grey zone’ activities. These activities are historicised, presented and discussed. An analytical division into three different reasons for performing the activities is made: an entrepreneurial policy reason, an entrepreneurial profitable reason and an appurtenance reason. This division highlights some of the actors in the educational grey zone. The paper is theoretical and elaborative, and contains examples of the activities that can be found in a grey zone.
21 citations
Cites background from "The Reason of Schooling : Historici..."
...The study is performed within a tradition of historicising (Popkewitz, 2015)....
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...…which is a systematic research review consisting of some 11,000 scientific articles identified via the database Scopus (Lindblad, Pettersson, & Popkewitz, 2015), the conclusion is that in recent decades, a number of new influential international agencies have emerged to interpret the…...
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TL;DR: The identification of best practices and teaching knowledge to enact the curriculum exemplifies the belief that a teacher cannot teach a school subject unless she has adequate knowledge of the disciplinary field of that teaching as mentioned in this paper.
Abstract: There is general belief in current reforms that a teacher cannot teach a school subject unless she has adequate knowledge of the disciplinary field of that teaching. Coinciding with this belief is the emphasis in teacher education reforms and research on pedagogical knowledge teachers need for children to learn the content knowledge. The identification of “the best practices” and “the core” teaching knowledge to enact the curriculum exemplifies this belief. “Benchmarks” or standards are indicators of whether the teacher has mastered the core or best practices. The professional, highly skilled teacher is one who exhibits the benchmarks and classified as “effective” and “authentic” in classroom teaching.
17 citations
15 Feb 2018
TL;DR: The representation of Asia is shaped by the complexities of the curriculum policy process, including the context in which curriculum is developed and the practices of the teachers who enact it as mentioned in this paper, and developing more dynamic and interculturally rich representations of Asia in history curriculum requires an understanding of these complexities.
Abstract: The representation of Asia is shaped by the complexities of the curriculum policy process, including the context in which curriculum is developed and the practices of the teachers who enact it. Developing more dynamic and interculturally rich representations of Asia in history curriculum requires an understanding of these complexities.
9 citations
01 Jan 2021
TL;DR: In this article, Transformationen von Schule im Spannungsverhaltnis von Reproduktion and Veranderung is discussed, in which moglichkeiten aufzuzeigen werden konnen.
Abstract: Der vorliegende Beitrag diskutiert Transformationen von Schule unter besonderer Berucksichtigung praktiken- und subjektivierungstheoretischer Arbeiten von Judith Butler und Theodore R. Schatzki sowie mit Bezug auf eine poststrukturalistische Fassung von ‚Wiederholung‘. Darauf aufbauend werden Forschungsstrategien dargelegt, mithilfe derer schultheoretisch relevante Fragen in den Blick genommen werden konnen. Ziel des Beitrages ist es, Moglichkeiten aufzuzeigen, wie Transformationen von Schule im Spannungsverhaltnis von Reproduktion und Veranderung – im Sinne einer theoretischen Empirie – praktikentheoretisch versteh- und analysierbar gemacht werden konnen.
8 citations