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.
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viii | |
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| Preface |
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x | |
| Acknowledgements |
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xiii | |
| Introduction |
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1 | (2) |
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1 The Reason of Schooling and Educational Research: Culture and Political Sociology |
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3 | (20) |
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PART I Schooling as Fabricating Human Kinds |
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23 | (62) |
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2 The Making of the Argentinean Citizen in the Birth of the Republic |
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25 | (13) |
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3 Puericulture Education and the Contours of the Republican Child Question and the Politics of Sexuality |
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38 | (15) |
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4 The Traveling of PISA: Fabricating the Korean Global Citizen and the Reason of Reforms |
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53 | (16) |
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5 Feeling Progressive: Historicizing Affect in Education |
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69 | (16) |
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PART II The Alchemy: Making the Subject |
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85 | (60) |
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6 Scientific Americans: Historicizing the Making of Difference in Early 20th-Century U.S. Science Education |
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87 | (16) |
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7 From Scribbles to Details: The Invention of Stages of Development in Drawing and the Government of the Child |
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103 | (14) |
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8 Mathematics for All, Economic Growth, and the Making of the Citizen-Worker |
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117 | (16) |
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9 The Alchemy of Brazilian Physical Education, the Regulating of the Body, and the Making of Kinds of People |
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133 | (12) |
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Franciele Roos Da Silva Ilha |
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PART III The Double Gestures of Educational Reform: Inclusion as Exclusion |
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145 | (64) |
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10 New Mathematics: A Tool for Living the Modern Life, Making the Mathematical Citizen, and the Problem of Disadvantage |
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147 | (16) |
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11 The End of the World and a Promise of Happiness: Environmental Education within the Cultural Politics of Emotions |
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163 | (14) |
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12 The Double Gestures of Schooling: The Historical Permutations of the "Problem" Student |
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177 | (16) |
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13 Untangling the Reasoning of China's National Teacher Training Curriculum: Confucian Thesis, Modern Epistemology, and Difference |
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193 | (16) |
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PART IV Research as an "Actor" and the Political |
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209 | (50) |
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14 Technique of Freedom: Representing the School Class as a Social Order |
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211 | (17) |
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15 The Perils of "Actionable Insights": Educational Research and the Making of Difference |
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228 | (16) |
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16 The Sociology of Education and the History of the Present: Designing Agency/Fabricating Difference |
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244 | (15) |
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| Contributors |
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259 | (3) |
| Index |
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262 | |
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.
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