"There is a daunting and alluring desire in contemporary social science for research to find the practical knowledge that enables one to live a good life in a just and equitable society. This desire haunts the 19th-century emergence of the social sciences and became more pronounced in the postwar mobilizations of research. Today the desire for this knowledge is captured in the structured assessments of national school systems and in the professional education pathways that inspire governments to modernize school systems and provide for people's well-being. American policy and research are thus linked by reforms that are verified as "scientific, empirical evidences" about "what works." The Impracticality of Practical Research explores the idea that practical and useful knowledge historically changes over time under the guises of educational reform, instructional improvement, and professionalization. The study of science draws on a range of social and cultural theories and historical studies to understand the politics of science and scientific knowledge that are concerned with social and educational change. Can research change social conditions to make a better life, and make people's conduct embody the qualities and characteristics of that better life-thegood citizen, parent, or worker? Thomas Popkewitz explores how the research to correct social wrongs paradoxically is entangled with the inscription of differences in its efforts to be inclusive"--
There is an alluring desire that research should lead us to find the practical knowledge that enables people to live a good life in a just and equitable society. This desire haunted the 19th century emergence of the social sciences as a discipline, then became more pronounced in the postwar mobilizations of research. Today that desire lives on in the international assessments of national schools and in the structure of professional education, both of which influence government modernization of schools and also provide for people&;s well-being. American policy thus reflects research in which reforms are verified by &;scientific, empirical evidences&; about &;what works&; in experiments, and &;will work&; therefore in society.
The book explores the idea that practical and useful knowledge changes over time, and shows how this knowledge has been (re)visioned in contemporary research on educational reform, instructional improvement, and professionalization. The study of science draws on a range of social and cultural theories and historical studies to understand the politics of science, as well as scientific knowledge that is concerned with social and educational change. Research hopes to change social conditions to create a better life, and to shape people whose conduct embodies these valued characteristics&;the good citizen, parent, or worker. Yet this hope continually articulates the dangers that threaten this future. Thomas Popkewitz explores how the research to correct social wrongs is paradoxically entangled with the inscription of differences that ultimately hamper the efforts to include.
Examines the politics of practical knowledge and the paradoxes of exclusion in contemporary social and psychological sciences
