A Political Sociology of Educational Knowledge

Studies of Exclusions and Difference
1. Auflage 2019
ISBN: 978-0-367-34204-3
Verlag: Routledge

Buch, Englisch, 268 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 416 g

Bringing together the sociology of knowledge, cultural studies, and post-foundational and historical approaches, this book asks what schooling does, and what are its limits and dangers. The focus is on how the systems of reason that govern schooling embody historically generated rules and standards about what is talked about, thought, and acted on; about the "nature" of children; about the practices and paradoxes of educational reform. These systems of reason are examined to consider issues of power, the political, and social exclusion. The transnational perspectives interrelate historical and ethnographic studies of the modern school to explore how curriculum is translated through social and cognitive psychologies that make up the subjects of schooling, and how educational sciences "act" to order and divide what is deemed possible to think and do. The central argument is that taken-for-granted notions of educational change and research paradoxically produce differences that simultaneously include and exclude.

Autoren/Hrsg.

Popkewitz, Thomas A.

Diaz, Jennifer

Kirchgasler, Christopher

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie

Inhaltsverzeichnis

Introduction

1. Thomas S. Popkewitz, Jennie Diaz, and Christopher Kirchgasler. The Political and the Social of the Reason of Schooling and Educational Research

I. Schooling as Fabricating Human Kinds

2. Ezequiel Caride-Gomez. The Making of the Argentinean Citizen in the Birth of the Republic

3. Yasin Tunc. Puériculture (Education) and the Contours of the Republican Child Question and the Politics of Sexuality

4. Ji-Hye Kim. The Traveling of PISA: The Fabrication of the Korean Global Citizen and the Reason of Reforms.

5. Nancy Lesko and Alyssa Niccolini Feeling Progressive: Historicizing Affect in Education

II. The Alchemy: Making the subject

6. Kathryn L. Kirchgasler. Scientific Americans: Historicizing the Making of Difference in Early Twentieth Century U.S. Science Education

7. Catarina Silva Martins From scribbles to details: The Invention of Stages of Development in Drawing and the Government of the Child

8. Paola Valero. Mathematics for all, Economic Growth, and the Making of the Citizen-Worker

9. Franciele Ilha. The Alchemy of Brazilian Physical Education, the Regulating of the Body, and the Making of Kinds of People

III. The Double Gestures of Educational Reform: Inclusion as Exclusion

10. Jennifer Diaz. New Mathematics: A Tool for Living the Modern Life, Making the Mathematical Citizen, and the Problem of Disadvantage

11. Malin Ideland. The End of the World and a Promise of Happiness: Environmental Education within the Cultural Politics of Emotions

12. Jie Qi. The Double Gestures of Schooling: The Historical Permutations of the "Problem" Student

13. Weili Zhao. Untangling the Reasoning of China’s National Teacher Training Curriculum: Confucian Thesis, Modern Epistemology, and Difference

IV. Research as an "Actor" and the Political

14. Antti Saari. Technique of Freedom: Representing the School Class as a Social Order

15. Christopher Kirchgasler. The Perils of "Actionable Insights": Educational Research and the Making of Difference

16. Thomas S. Popkewitz. The Sociology of Education & the History of the Present: Designing Agency/Fabricating Difference

Über Autor(innen)

Thomas S. Popkewitz is Professor, School of Education, Department of Curriculum and Instruction, University of Wisconsin-Madison, USA.

Jennifer Diaz is Assistant Professor, Education Department, Augsburg College, USA.

Christopher Kirchgasler is Doctoral Candidate, School of Education, Department of Curriculum and Instruction, University of Wisconsin-Madison, USA.