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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.
List of contents
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
About the author
Thomas S. Popkewitz is professor, Department of Curriculum and Instruction, University of Wisconsin–Madison, USA.
Summary
Problematizing the "reason" of schooling as historical and political, leading international scholars bring together theory and practice to challenge the assumed common sense of schooling and the relation of society, education, and curriculum studies.
Additional text
"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
