The Reason of Schooling

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