The “Reason” of Schooling: Historicizing Curriculum Studies, Pedagogy, and Teacher Education PDF
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THE “REASON” OF SCHOOLING Problematizing the “reason” of schooling as historical and political, in this book leading international and interdisciplinary scholars challenge the common sense of schooling and the relation of society, education, and curriculum studies. Exam- ining the limits of contemporary notions of power and schooling, the argument is that the principles that order school subjects, the curriculum, and teaching reforms are historical practices that govern what is thought, acted on, and talked about. Highlighting the dynamics of social exclusion, the normalizing of people through curriculum, and questions of social inclusion, The “Reason” of Schooling underscores the urgency for rethinking curriculum research. Thomas S. Popkewitz is Professor, Department of Curriculum and Instruction, University of Wisconsin–Madison, USA. STUDIES IN CURRICULUM THEORY William F. Pinar, Series Editor Henderson (Ed.) Reconceptualizing Curriculum Development: Inspiring and Informing Action Popkewitz (Ed.) The “Reason” of Schooling: Historicizing Curriculum Studies, Pedagogy, and Teacher Education Magrini Social Efficiency and Instrumentalism in Education: Critical Essays in Ontology, Phenomenology, and Philosophical Hermeneutics Wang Nonviolence and Education: Cross- Cultural Pathways Hurren/Hasebe-Ludt (Eds.) Contemplating Curriculum: Genealogies/Times/Places Pinar (Ed.) International Handbook of Curriculum Research, Second Edition Latta Curricular Conversations: Play is the (Missing) Thing Doll Pragmatism, Post-Modernism, and Complexity Theory: The “Fascinating Imaginative Realm” of William E. Doll, Jr. Edited by Donna Trueit Carlson The Education of Eros: A History of Education and the Problem of Adolescent Sexuality Since 1950 Taubman Disavowed Knowledge: Psychoanalysis, Education, and Teaching Pinar What Is Curriculum Theory? Second Edition Tröhler Languages of Education: Protestant Legacies, National Identities, and Global Aspirations Hendry Engendering Curriculum History Handa What Does Understanding Mathematics Mean for Teachers? Relationship as a Metaphor for Knowing Joseph (Ed.) Cultures of Curriculum, Second Edition Sandlin/Schultz/Burdick (Eds.) Handbook of Public Pedagogy: Education and Learning Beyond Schooling Malewski (Ed.) Curriculum Studies Handbook—The Next Moment Pinar The Wordliness of a Cosmopolitan Education: Passionate Lives in Public Service Taubman Teaching By Numbers: Deconstructing the Discourse of Standards and Accountability in Education Appelbaum Children’s Books for Grown-Up Teachers: Reading and Writing Curriculum Theory Eppert/Wang (Eds.) Cross-Cultural Studies in Curriculum: Eastern Thought, Educational Insights Jardine/Friesen/Clifford Curriculum in Abundance Autio Subjectivity, Curriculum, and Society: Between and Beyond German Didaktik and Anglo-American Curriculum Studies Brantlinger (Ed.) Who Benefits from Special Education?: Remediating (Fixing) Other People’s Children Pinar/Irwin (Eds.) Curriculum in a New Key: The Collected Works of Ted T. Aoki Reynolds/Webber (Eds.) Expanding Curriculum Theory: Dis/ Positions and Lines of Flight McKnight Schooling, The Puritan Imperative, and the Molding of an American National Identity: Education’s “Errand Into the Wilderness” Pinar (Ed.) International Handbook of Curriculum Research Morris Curriculum and the Holocaust: Competing Sites of Memory and Representation Doll Like Letters In Running Water: A Mythopoetics of Curriculum Westbury/Hopmann/Riquarts (Eds.) Teaching as a Reflective Practice: The German Didaktic Tradition Reid Curriculum as Institution and Practice: Essays in the Deliberative Tradition Pinar (Ed.) Queer Theory in Education Huebner The Lure of the Transcendent: Collected Essays by Dwayne E. Huebner. Edited by Vikki Hillis. Collected and Introduced by William F. Pinar For additional information on titles in the Studies in Curriculum Theory series visit www.routledge.com/education THE “REASON” OF SCHOOLING Historicizing Curriculum Studies, Pedagogy, and Teacher Education Edited by Thomas S. Popkewitz First published 2015 by Routledge 711 Third Avenue, New York, NY 10017 and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2015 Taylor & Francis The right of the editor to be identified as the author of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data The “Reason” of schooling : historicizing curriculum studies, pedagogy, and teacher education / edited by Thomas S. Popkewitz. pages cm. — (Studies in curriculum theory series) Includes bibliographical references and index. 1. Curriculum planning—Philosophy. 2. Education—Philosophy. 3. Teachers—Training of. I. Popkewitz, Thomas S., editor of compilation. LB1570.R372 2014 375′.001—dc23 2014008558 ISBN: 978-1-138-01746-7 (hbk) ISBN: 978-1-315-78047-4 (ebk) Typeset in Bembo by Apex CoVantage, LLC CONTENTS Preface xi Acknowledgments xv 1 Curriculum Studies, the Reason of “Reason,” and Schooling 1 Thomas S. Popkewitz PART I Social Epistemology and the Reason of “Reason” 19 2 The Construction of Society and Conceptions of Education: Comparative Visions in Germany, France, and the United States Around 1900 21 Daniel Tröhler 3 Cold War, Hot Peace, and Systems of Reasoning About Youth 40 Nancy Lesko 4 Discourse on (Teaching) Method: Challenging the Reason of Contemporary Teacher Education 52 Daniel Friedrich 5 The Disaster That Founds Public Education: Social Inequity, Race, and Rebuilding the New Orleans School System After Hurricane Katrina 67 Amy Sloane viii Contents 6 Voluntary Servitude as a New Form of Governing: Reinstating Kneeling-Bowing Rites in Modern Chinese Education 82 Weili Zhao PART II “Reason,” Science, and Making Kinds of People 97 7 Genius as a Historical Event: Its Making as a Statistical Object and Instrument for Governing Schooling 99 Catarina Silva Martins 8 “Catholic” Secularism and the Jewish Gaucho School: Salvation Themes of the 19th-Century Argentinean Citizen 115 Ezequiel Gomez Caride 9 Chasing the Chimera’s Tails: An Analysis of Interest in Science 131 Lars Bang and Paola Valero 10 Numbers in Telling Educational Truth: Fabrications of Kinds of People and Social Exclusion 150 Thomas S. Popkewitz PART III The Alchemy of School Subjects, Exclusion/Abjections 167 11 Transgression as Democratic C onvivenza : Italian School Policy and the Discourse of Integration 169 Jamie A. Kowalczyk 12 Back to the Basics: Inventing the Mathematical Self 184 Jennie Diaz 13 The Social Question Revisited: The Configuration of the Social Dimension in the European Education Space 200 Kenneth Petersson, Ulf Olsson, and John B. Krejsler 14 Fictions of the Transcendent and the Making of Value in Music Education in the United States 215 Ruth I. Gustafson Contents ix 15 The Problem: Historicizing the Guatemalan Projection and Protection of the “Indian” 229 Ligia (Licho) López López Contributors 247 Index 251
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