Reason of Schooling

Thomas S. Popkewitz is professor, Department of Curriculum and Instruction, University of Wisconsin–Madison, USA.

"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

• ContentsPrefaceAcknowledgments Curriculum Studies, The Reason of "Reason" and Schooling. Thomas S. PopkewitzSECTION 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 ZhaoSECTION 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