"Problematizing the ""reason"" of schooling as historical and political, in this book leading international and interdisciplinary scholars challenge the common sense of schooling and the relation of society, education, and curriculum studies. Examining the limits of contemporary notions of power and schooling, the argument is that the principles that order school subjects, the curriculum, and teaching reforms are historical practices that govern what is thought, acted on, and talked about. Highlighting the dynamics of social exclusion, the normalizing of people through curriculum, and questions of social inclusion, The ""Reason"" of Schooling underscores the urgency for rethinking curriculum research."
Edited by:
Thomas Popkewitz (Univ. of Wisconsin Madison USA.)
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions:
Height: 229mm,
Width: 152mm,
Weight: 453g
ISBN: 9781138690592
ISBN 10: 1138690597
Series: Studies in Curriculum Theory Series
Pages: 280
Publication Date: 27 April 2016
Audience:
College/higher education
,
General/trade
,
Professional and scholarly
,
Primary
,
ELT Advanced
Format: Paperback
Publisher's Status: Active
"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 Tröhler 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) López"
Thomas S. Popkewitz is professor, Department of Curriculum and Instruction, University of Wisconsin–Madison, USA.
Reviews for The Reason of Schooling: Historicizing Curriculum Studies, Pedagogy, and Teacher Education
Three questions provide a focus for the volume: What principles of reason historically order schooling, its subjects, and reforms? What historical conditions make those subjects possible? How can those conditions, and especially the problems of exclusion, be rethought?...Summing Up: Recommended. Graduate students, researchers, and practitioners. - R. R. Sherman, emeritus, University of Florida, in CHOICE, April 2015 The 'Reason' of schooling: Historicizing curriculum studies, pedagogy and teacher education makes a significant contribution to the field of curricu-lum studies, highlighting the most current global concerns in education. The book makes three significant contributions to the field of practice and policy: discussions around the intersections of various historical trails informing decision-making, the science of education as social dis-course to change social conditions, and social epistemology as a strategy to revise critical stud-ies of education. - Anna E. Du Plessis, Learning Sciences Institute Australia,The Curriculum Jounral, 2016 Very little about schooling is taken for granted in this volume. The authors question the logic and values that underlie both widespread and local educational discourses. They historicize key concepts in discussions of school reform: teacher quality, interest in science, learning outcomes, teaching methodology, integration, adolescent development... They place these concepts, literally or figuratively, in quotation marks and examine how they arise or operate as ideologies within specific historical contexts. - Houman Harouni, Harvard Graduate School of Education, Philosophy of Education Society of Great Britain
