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Informationen zum Autor 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. Klappentext 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. Zusammenfassung In a challenge to commonsense notions of power and the political, this book examines how schooling’s systems of reason embody historically generated rules and standards about what is talked about, thought, and acted on. Inhaltsverzeichnis Introduction 1. Thomas S. Popkewitz, Jennie Diaz, and Christopher Kirchgasler . The Political and the Social of the Reason of Schooling and Educational Research I. Schooling as Fabricating Human Kinds 2. Ezequiel Caride-Gomez. The Making of the Argentinean Citizen in the Birth of the Republic 3. Yasin Tunc. Puériculture (Education) and the Contours of the Republican Child Question and the Politics of Sexuality 4. Ji-Hye Kim. The Traveling of PISA: The Fabrication of the Korean Global Citizen and the Reason of Reforms. 5. Nancy Lesko and Alyssa Niccolini Feeling Progressive: Historicizing Affect in Education II. The Alchemy: Making the subject 6. Kathryn L. Kirchgasler. Scientific Americans: Historicizing the Making of Difference in Early Twentieth Century U.S. Science Education 7. Catarina Silva Martins From scribbles to details: The Invention of Stages of Development in Drawing and the Government of the Child 8. Paola Valero. Mathematics for all, Economic Growth, and the Making of the Citizen-Worker 9. Franciele Ilha. The Alchemy of Brazilian Physical Education, the Regulating of the Body, and the Making of Kinds of People III. The Double Gestures of Educational Reform: Inclusion as Exclusion 10. Jennifer Diaz. New Mathematics: A Tool for Living the Modern Life, Making the Mathematical Citizen, and the Problem of Disadvantage 11. Malin Ideland. The End of the World and a Promise of Happiness: Environmental Education within the Cultural Politics of Emotions 12. Jie Qi. The Double Gestures of Schooling: The Historical Permutations of the "Problem" Student 13. Weili Zhao. Untangling the Reasoning of China’s National Teacher Training Curriculum: Confucian Thesis, Modern Epistemology, and Difference IV. Research as an "Actor" and the Political 14. Antti Saari. Technique of Freedom: Representing the School Class as a Social Order 15. Christopher Kirchgasler. The Perils of "Actionable Insights": Edu...
