The 1980s were an important decade for educational inquiry. It was the moment of the “linguistic turn,” with its emphasis on the role of language as a constructor of reality, a structuring agent for institutions such as schools, and a medium for translating knowledge into elements of power for processes of social regulation. Drawing on the work and insights of educational researcher Thomas S. Popkewitz, this book shows how the linguistic turn provided an alternative to both mainline educational research grounded in the ideals of political liberalism and the effort of neo-Marxists to challenge liberal thinking in favor of a scholarship based on class conflict and economic determinism.
Table of Contents
1. Introduction: Reimagining Education Research Through the Work of Thomas S. Popkewitz Miguel A. Pereyra & Barry Franklin Part I: Thomas S. Popkewitz, the Scholar and his Scholarship 2. The Scholarship of Thomas S. Popkewitz (1970-2013) Antonio Luzón & Mónica Torres 3. The Meanings of a Scholarship – An Intellectual Interview with Tom Popkewitz Miguel A. Pereyra Part II: Honoring Thomas S. Popkewitz 4. Curriculum Codes and International Statistics Sverker Lindblad 5. Heterogeneous Gatherings, Translating Devices: A Reading of Tom Popkewitz’s Contributions to Curriculum Studies Inés Dussel 6. The Learning Question: Monitoring, Feedback, and Performance Spectacles Maarten Simons 7. Unhinging Modernity: Historiographical Periodization as effective History Lynn Fendler 8. Pedagogy Towards Diversity: A Cross-Cultural Approach to Historicizing the Present Wu Zongjie and Han Chunyan 9. Knowledge as Politics: Travelling with Tom Popkewitz António Nóvoa 10. On Community as a Governmental Technology – The Example of Teacher Education Ulf Olsson, Kenneth Petersson & John B. Krejsler 11. Surveillance and Normalization: Policies and Pedagogies of Japanese Language Education for Immigrant Children Jie Qi 12. Globalizing Perpetual Peace: Justice and Progress in the Fabrication of the Cosmopolitan Schoolchild Noah W. Sobe 13. The Unfinished Cosmopolitan as the Embodiment of the Paradoxes and Promises of Democratic Education Daniel S. Friedrich 14. Nationalizing Interculturalism: Reading Intercultural School Policy through Italian Cosmopolitanism Jamie A. Kowalczyk 15. Self-Reflection, or the Intellectual’s Virtues: The Culture-Epoch Theory as a System of Reasoning Daniel Tröhler 16. From Indigenous Foreigner to Aporetic Subject: Valuing Openness in Inquiry for Education Lynda Stone 17. Teaching as Courage of Truth: Pedagogy and Parrehsia Jorge Ramos do Ó & Julio Groppa Aquino
Miguel Pereyra is Professor of Comparative Education at the University of Granada, Spain and a Past-President of CESE (Comparative Education Society in Europe). Trained both as an educationist and an historian, his research and publications are focuses on comparative & cultural history of education, educational reforms and educational policies. Among his most recent publications are: Cultural History and Education: Critical Essays on Knowledge and Schooling (2001, co-edited with Thomas S. Popkewitz and Barry Franklin), Changing Knowledge and Education. Communities, Mobilities and New Policies in Global Societies (2008), and PISA under Examination: Changing Knowledge, Changing Schools, and Changing Tests (2011, co-edited with Hans-Georg Kottoff and Robert Cowen).
Barry Franklin is Professor Emeritus at Utah State University. During his ten years at Utah State University, he has served as a Professor of Education, Adjunct Professor of History, and Assistant Dean for Global Teacher Education. He writes widely on the history of the curriculum. His most recent book is Curriculum, Community, and Urban School Reform (2010).