Cosmopolitanism And The Age Of School Reform: Science, Education, and Making Society by Making the Child [NOOK Book]

Overview

In Cosmopolitanism and the Age of School Reform, noted educationalist Thomas Popkewitz explores turn-of-the-century and contemporary pedagogical reforms while illuminating their complex relation to cosmopolitanism. Popkewitz highlights how policies that include "all children" and leave "no child behind" are rooted in a philosophy of cosmopolitanism—not just in salvation themes of human agency, freedom, and empowerment, but also in the processes of abjection and the differentiation of the disadvantaged, urban, and...

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Cosmopolitanism And The Age Of School Reform: Science, Education, and Making Society by Making the Child

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Overview

In Cosmopolitanism and the Age of School Reform, noted educationalist Thomas Popkewitz explores turn-of-the-century and contemporary pedagogical reforms while illuminating their complex relation to cosmopolitanism. Popkewitz highlights how policies that include "all children" and leave "no child behind" are rooted in a philosophy of cosmopolitanism—not just in salvation themes of human agency, freedom, and empowerment, but also in the processes of abjection and the differentiation of the disadvantaged, urban, and child left behind as "Other."

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Editorial Reviews

From the Publisher
Thomas Popkewitz's book, Cosmopolitanism and the Age of School Reform, is a very interesting endeavour to test the limits of the Enlightenment without giving up its notions of human agency and freedom...With very nicely judged moves, it attacks the commitment to planning and making agents (as it is manifested in the social sciences and as it fixes the boundaries of freedom) while renouncing, towards the end of the text, the relativism of formal equivalence of political cultures (p. 185) and reasserting the cosmopolitan attitude to reason, freedom, justice and hospitality to others (p. 184)." — Marianna Papstephanou, August 07, 2008, Teachers College Record
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Product Details

  • ISBN-13: 9781135905187
  • Publisher: Taylor & Francis
  • Publication date: 10/2/2012
  • Sold by: Barnes & Noble
  • Format: eBook
  • Pages: 224
  • File size: 441 KB

Meet the Author

Thomas S. Popkewitz is Professor of Curriculum and Instruction at the University of Wisconsin-Madison.

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Table of Contents


Preface     xiii
Acknowledgments     xvii
Cosmopolitanism: An Object of Study     1
Prologue     1
Outline of the Book and Methodological Note     7
The New Cosmopolitanism: The Seductions of the Global Citizen     10
The Double Times of Reason: The Hope of Progress and Fears of Degeneration     12
Reason: Greek Cosmopolis, the Church's Divine Revelation, and the Enlightenment's Secular Perfection     12
Reason and Science     15
Cosmopolitan Agency and Inventing the Social     16
Fabricating Human Kinds: Adolescence as an Exemplar of a Cultural Thesis     19
Toward a History of Present Schooling; A Question of Method     20
The Reason in Question: Cosmopolitanism and Processes of Abjection     23
Agency in the Movement of Time     24
Progress in the Taming of Agency     27
"The Homeless Mind": Biography as an Object and Subject of Time     29
Biography in Planning Life     30
Science, the Ordering of Change, and Salvation Narratives     32
Comparative Reasoning and Processes of Abjection     35
The Hope of Civilizing and Fears of the Dangerous     35
Racializing Others     37
Toward the Study of the Reason ofCosmopolitanism and Schooling     39
Twentieth-Century Reforms, the Unfinished Cosmopolitan, and Sciences of Education     41
Cosmopolitanism, American Exceptionalism, and the Making of Schooling     45
Cosmopolitanism, National Exceptionalism, and Its Pastoral Images     46
"The Light of the World"     46
Transforming the Wilderness and the Technological Sublime     50
Inclusion and Casting Out: Urban Populations, The Urbane, and the Social Question     51
Science as the Hope of the Republic and Protection Against Its Dangers     52
The Redemption of the Urban Populations     54
The Double Gestures of Schooling     55
Pedagogy and the Hopes and Fears of the Urban Child and Family     57
Governing as Schooling: Some Concluding Thoughts     60
The Sciences of Pedagogy in Designing the Future     63
Social Science as Planning People     64
Bringing Out the Latent Design in People     67
The Domestication of Virtue     70
The Family as the Cradle of Civilization     70
The "American Race", Teachers, and the Social Question     72
Science and Governing the Pedagogical "Soul"     75
Designing the Interior of the Child     77
Educational Sociology and Psychology: Calculating Agency and Ordering Community     79
Sociology and Social Psychology: Urbanizing the Pastoral Community     79
Urbanizing the Pastoral Images of Community in Progressive Movements     80
Pragmatism: Agency, Community, and Planning Biography     83
The Psychology of Connectionism as a Cultural Thesis     85
Psychology and Reforming Society     86
Science in Everyday Life     88
The Homeless Mind, Community, and Biography     91
The Alchemy of School Subjects: The Hope of Rescue and Fears of Difference     95
Planning for the Pursuit of Happiness to Planning for the Unhappy: Processes of Abjection     96
Recognition of "Unhappy" Populations and Their Rescue     99
The Alchemy of School Subjects     102
Alchemy and the Science of Child Learning     103
Ordering Academic Knowledge: English Literature, Mathematics, and Music Education     106
Cosmopolitanism: Hopes and Fears as Recognition and Difference     109
Twenty-First-Century Reforms, the Unfinished Cosmopolitan, and Sciences of Education     111
The Unfinished Cosmopolitan: The Cultural Thesis of the Lifelong Learner     115
The Hope of the Future: The Unfinished Cosmopolitan as the Lifelong Learner     116
Agency in the Continual Making of the World and Self     117
The Problem Solver in an Unfinished World     118
Community And Collective Belonging     120
The Teacher as a Reflective Practitioner: The Lifelong Learner in Communities of Collaboration     123
Curriculum Standards: Reconnecting the Individual and the Social     125
Finding the Right Practices to Manage Democracy and Its Dangers     126
The Unity of "All" Children and Its Casting Out     129
The Democratic Community as Double Gestures     130
The Alchemy of School Subjects: Designing the Future and Its Unlivable Zones     133
The Desire for Future and Abjection in Teacher Education     134
The Standards of School Subjects: Mathematics and the Cultural Theses of Pedagogical Knowledge     138
Mathematics in Service of the Pedagogical Child     138
Governing the Soul: Problem Solving as Ordering the Interior of the Mind     142
Community and Classroom Communications in the Struggle for the Soul     143
Pedagogical Inscriptions, School Subjects, and the Iconic Images of the Expert     145
The Eliding of Mathematics as a Field of Cultural Practices     147
Standards of Social Inclusion as Exclusions     149
Ironies of Autonomy and Participation: The Alchemy and the Narrowing of Possibilities     150
Designing People in Instruction and Research: Processes of Abjection: Agency and the Fears of Those Left Behind in Instruction and Research     153
Design as the Philosopher's Stone     154
Designing Instruction, Designing Research, and Designing People     155
Instructional Design as a Foundational Story of Future Cosmopolitanism     155
Design as Research: The Expertise of Empowerment in Continuous Innovation     157
Research Designs and "Evidence-Based" Reforms: Replications as Change     161
The Erasures of the System: All Children Are the Same and Different     163
The Hope of Inclusion and the Difference of Dangerous Populations     163
The Child Not in the Space of "All": The Urban Child Left Behind     166
Democracy as Designing People     169
The Reason of School Pedagogy, Research, and the Limits of Cosmopolitanism     171
The Unfinished Cosmopolitanism, Cultural Theses, and Processes of Abjection     173
Fears of Democracy: Enclosures and Internments in the Ordering of the Present     177
Equity Research: The Radical Differentiation, Repulsion, and Paradoxical Inclusion     180
Cosmopolitanism and the Study of Schooling: Limits to Its Cultural Thesis     182
Methodology and Epistemological Obstacles      184
Notes     189
References     195
Author Index     213
Subject Index     217
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