Cosmopolitanism and the Age of School Reform: Science, Education, and Making Society by Making the Child
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Author Description
Ch. 1. Cosmopolitanism: An Object Of Study -- Ch. 2. The Reason In Question: Cosmopolitanism And Processes Of Abjection -- Ch. 3. Cosmopolitanism, American Exceptionalism, And The Making Of Schooling -- Ch. 4. The Sciences Of Pedagogy In Designing The Future -- Ch. 5. Educational Sociology And Psychology: Calculating Agency And Ordering Community -- Ch. 6. The Alchemy Of School Subjects: The Hope Of Rescue And Fears Of Difference -- Ch. 7. The Unfinished Cosmopolitan: The Cultural Thesis Of The Lifelong Learner -- Ch. 8. The Alchemy Of School Subjects: Designing The Future And Its Unlivable Zones -- Ch. 9. Designing People In Instruction And Research: Processes Of Abjection: Agency And The Fears Of Those Left Behind In Instruction And Research -- Ch. 10. The Reason Of School Pedagogy, Research, And The Limits Of Cosmopolitanism. Thomas S. Popkewitz. Includes Bibliographical References (pages 195-212) And Indexes.
Menrva's Summary
THE THESIS
This book investigates how the historical development of cosmopolitanism in educational reform functions as a mechanism for social engineering and the construction of the modern child. Thomas S. Popkewitz, a prominent scholar in curriculum studies, utilizes a historical and sociological framework to analyze how pedagogical sciences and psychological theories have been employed to define the 'ideal' citizen. He argues that school reforms are not merely neutral improvements but are deeply embedded in cultural narratives that simultaneously promise progress while marginalizing those who do not fit the prescribed norms of the lifelong learner.
THE SCOPE MAP
What You Will Find
- Historical analysis of American exceptionalism and its influence on global schooling models.
- Examination of how educational sociology and psychology calculate student agency.
- Critical study of the 'alchemy' of school subjects in creating zones of inclusion and exclusion.
- Theoretical exploration of the 'lifelong learner' as a cultural construct for managing societal change.
THE AUTHORITY PERSPECTIVE
Scholars in the field of curriculum theory identify this work as a rigorous critique of the power dynamics inherent in modern pedagogical research. Readers frequently note the academic density of the prose, which demands familiarity with post-structuralist discourse and historical sociology.
Page Count:
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Publication Date:
2012-01-01
Publisher:
Taylor & Francis Group
ISBN-10:
020393881X
ISBN-13:
9780203938812
Pedagogy
Education
Sociology
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