Epistemic Colonialism and the Transfer of Curriculum Knowledge across Borders (Studies in Curriculum Theory Series)

This volume uncovers the colonial epistemologies that have long dominated the transfer of curriculum knowledge within and across nation-states and demonstrates how a historical approach to uncovering epistemological colonialism can inform an alternative, relational mode of knowledge transfer and negotiation within curriculum studies research and praxis. 
World leaders in the field of curriculum studies adopt a historical lens to map the negotiation, transfer, and confrontation of varied forms of cultural knowledge in curriculum studies and schooling. In doing so, they uniquely contextualize contemporary epistemes as historically embedded and politically produced and contest the unilateral logics of reason and thought which continue to dominate modern curriculum studies. Contesting the doxa of comparative reason, the politics of knowledge and identity, the making of twenty-first century educational subjects, and multiculturalism, this volume offers a relational onto-epistemic network as an alternative means to dissect and overcome epistemological colonialism. 
This text will benefit researchers, academics, and educators with an interest in curriculum studies as well as the study of international and comparative education. Those interested in post-colonial discourses and the philosophy of education will also benefit from the volume.

Politics & Social Sciences

Popkewitz, Thomas S.

Zhao, Weili

Autio, Tero

Social Sciences

Routledge

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."

Cosmopolitanism and the Age of School Reform: Science, Education, and Making Society by Making the Child

Education & Teaching

Schools & Teaching

A Political Sociology of Educational Reform: Power/Knowledge in Teaching, Teacher Education and Research

The author investigates the discourse of contemporary educational reform using a thematic perspective (rather than a chronological one) of 19th- and 20th-century history. The book begins with an examination of the central conceptual and historical issues in the study of educational change.

Teachers' College Press

The author investigates the discourse of contemporary educational reform using a thematic perspective (rather than a chronological one) of 19th- and 20th-century history. The book begins with an examination of the central conceptual and historical issues in the study of educational change.

The intellectual work of Michel Foucault has been an increasingly central component of social science in recent years. This is the first book to directly address the implication of Foucault's work for the field of education. This text, originally published in 1997, not only provides a critical examination of the significance of Foucauldian thought for education, but also discusses how Foucault’s theories are arrayed in the everyday life of schools.

Foucault's Challenge: Discourse, Knowledge, and Power in Education

Brennan, Marie T.

Philosophy

In this volume, the editors have brought together prominent international contributors to examine the relevance of Foucauldian thought on educational theory, practice and institutional life. The result is a diverse collection that offers broad and engaging analyses of how power and knowledge are configured in the practices and norms of schooling. This text not only provides a critical examination of the significance of Foucauldian thought for education, but also discusses how Foucault's theories are arrayed in the everyday life of schools. Contributors include: Bernadette Baker; David Blacker; Marie Brennan; Lynn Fendler; Jennifer Gore; Bill Green; Sakari Heikkinen; Kenneth Hultqvist; Ingolfur Asgeir Johannesson; Mimi Orner; Thomas Popkewitz; David Shaafsma; David Shutkin; Jussi Silvonen; Hannu Simola; Judith Rabak Wagener; and Lew Zipin.

Struggling for the Soul: The Politics of Schooling and the Construction of the Teacher

In this volume, Thomas Popkewitz tackles the persistent concern about unequal educational opportunities in the United States. He extends the theory of social epistemology argued in "A Political Sociology of Educational Reform" through an ethnographic study of a national reform programme that recruited teacher interns for urban and rural schools throughout the US. The book explores how the "knowledge systems" and "reason" by which teachers organize, observe, supervise and evaluate children produces norms that function to exclude children who are poor and of colour. The study introduces new sets of concepts that will be fruitful for examining how everyday distinctions and divisions of teaching designate the qualities of the child as different and outside of normalcy. These concepts are "the recipe knowledge" for classroom management; the "double relationships", where the negative social characteristics assigned to children of colour are inverted to classify the "positive" characteristics that teachers nurture and develop; and the "alchemy of school subject" that enables us to think about how the knowledge of science and mathematics, for example, is reshaped and fashioned as curriculum practices. Through the author's subtle interweaving of postmodern social and political theories with the ethnographic data about everyday life and language, this volume contributes a critical lens that seeks to change the way we see the construction of difference and multiculturalism in America's schools.

Teachers College Pr

This yearbook brings together leading educational scholars who focus on how globalization is reshaping the study of education. 
<ul>
<li> Papers challenge long-held assumptions and offer fresh perspectives on significant educational issues </li> <li> Published on behalf of the National Society for the Study of Education </li> </ul>

Globalization and the Study of Education

Rizvi, Fazal

Wiley/Blackwell

The purpose of this book is to explore the social location and contradictions of social science. It is to probe how social assumptions, cultural location and political interests become intricately tied to conceptual, procedural and design questions. These issues are given focus through case studies in American and the former Soviet pedagogical research and evaluation, particularly the Russian Vygotski traditions. These research communities provide a specific historical context to consider the larger sociological issues of social science and the social role of the intellectual.Because of the general and specific focus, the book has different publics. It is directed to professionals, academics and students interested in critical analyses of social institutions. The researcher is considered a social type who is located in the general dynamics and represents interests of society.This book is also designed as an introductory text for courses in research methods. The focus on paradigms enables a consideration of the interrelation of questions, concepts and data gathering procedures. While written before the current policy focus on science on randomized studies and ‘scientific evidence”, the discussion provides a corrective to limitations of such thinking about research. It illustrates research as a complex process in which particular data collecting techniques assume meaning and significance only in relation to the assumptions of the larger intellectual traditions in which the techniques are applied.In this respect, research methodology is considered as a subject matter of this book. Its themes and organization are a response to university research and graduate programs which focus only upon the ‘how-to-do-it’ tasks of data collection and analysis. Research is thought of as a series of techniques in statistics, testing or observation that are practiced independently of questions, assumptions or concepts. Labels such as qualitative or quantitative research, for example, ignore the underlying values and commitments of science which give variation to the use of statistics or field study. To focus solely on techniques and procedures produces certain limitations to the conduct of inquiry. First, the lack of situating concepts and techniques within their social and philosophical con- texts produces knowledge that is often trivial and socially conservative. Second, the social sciences have competing traditions. To consider the various traditions as differences only in techniques is to obscure the assumptions and implications of these traditions. Third, social and educational sciences have a dual function of describing and orienting people to the possibilities of human affairs. To filter out discussion of the social circumstances and cultural location that guide policy option is to mystify social arrangements.

Paradigm and Ideology in Educational Research: Social Functions of the Intellectual

Information Age Publishing

See the best price to sell, buy, or rent books by Popkewitz, Thomas S.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Popkewitz, Thomas S.

See the best price to sell, buy, or rent books by Popkewitz, Thomas S.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Epistemic Colonialism and the Transfer of Curriculum Knowledge across Borders (Studies in Curriculum Theory Series)

Cosmopolitanism and the Age of School Reform: Science, Education, and Making Society by Making the Child

A Political Sociology of Educational Reform: Power/Knowledge in Teaching, Teacher Education and Research

A Political Sociology of Educational Reform: Power/Knowledge in Teaching, Teacher Education and Research

Foucault's Challenge: Discourse, Knowledge, and Power in Education

Foucault's Challenge: Discourse, Knowledge, and Power in Education

Struggling for the Soul: The Politics of Schooling and the Construction of the Teacher

Struggling for the Soul: The Politics of Schooling and the Construction of the Teacher

Globalization and the Study of Education

Paradigm and Ideology in Educational Research: Social Functions of the Intellectual