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Cosmopolitanism and the Age of School Reform

Science, Education, and Making Society by Making the Child

By Thomas S. Popkewitz

Routledge – 2008 – 224 pages

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    978-0-415-95815-8
    October 10th 2007
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Description

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."

Reviews

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

Contents

PREFACE

ACKNOWLEDGEMENTS

CHAPTER ONE: COSMOPOLITANISM: AN OBJECT OF STUDY

PROLOGUE

THE LURE AND SEDUCTIONS OF THE NEW COSMOPOLITAN CITIZEN AS A RESPONSE TO GLOBALIZATION

THE DOUBLE-TIMES OF REASON: HUMAN PROGRESS AND FEARS OF THE DANGERS OF DEGENERATION

Reason: Greek Cosmopolis, the Church’s Divine Revelation, and the Enlightenment’s Secular Perfection

Reason and Science

INDIVIDUAL AGENCY/INVENTING THE SOCIAL AND COSMOPOLITANISM

FABRICATING AND COSMOPOLITANISM: ADOLESCENCE AS A CULTURAL THESIS IN ORDERING CONDUCT

TOWARDS A HISTORY OF PRESENT SCHOOLING: A QUESTION OF METHOD

CHAPTER 2: THE REASON IN QUESTION: COSMOPOLITANISM AND ITS DOUBLE GESTURES

TIME AND NEW EPISTEMOLOGICAL SPACES FOR THE AGENCY OF SECULAR LIFE

PROGRESS AS DEMOCRATIZING AND TAMING AGENCY

"THE HOMELESS MIND": BIOGRAPHY IN A FLOW OF UNIVERSAL AND PARTICULAR TIME

Biography and Careers in Planning Life

COMPARATIVE REASONING AND PROCESSES OF ABJECTION: HOPE AND FEARS IN THE THESES OF COSMOPOLITANISM

Biography and Careers in Planning Life

SCIENCE, THE EXPERTISE OF CHANGE, AND NARRATIVES OF SALVATION

COMPARATIVE REASONING AND PROCESSES OF ABJECTION: HOPE AND FEARS IN THE THESES OF COSMOPOLITANISM

The Hope of Civilization and the Civilized, and Fears of Those Without Reason

Racializing Others

TOWARDS THE REASON OF COSMOPOLITANISM AND SCHOOLING

PART ONE: TURN OF THE 20TH CENTURY REFORMS, THE UNFINISHED COSMOPOLITAN AND SCIENCES OF EDUCATION

CHAPTER 3: COSMOPOLITANISM, AMERICAN EXCEPTIONALISM, AND THE MAKING OF SCHOOLING

COSMOPOLITANISM, AMERICAN EXCEPTIONALISM, AND INVENTING THE SELF

"The Light of the World"

Transforming the Wilderness and the Technological Sublime

INCLUSION AND CASTING OUT: THE PASTORAL, THE URBAN, AND THE SOCIAL QUESTION

Science as the Hope of the Republic and Protection Against its Threats

The Redemptive of the Urban Populations and Science

COSMOPOLITANISM AND THE CIVILIZING MISSION OF SCHOOLING PEDAGOGY AS DOUBLE GESTURES

EXCEPTIONALISM AND THE REDEMPTION OF THE CITY: SOME CONCLUDING THOUGHTS

CHAPTER 4: THE SCIENCES OF PEDAGOGY IN THE DESIGNING THE FUTURE

SOCIAL SCIENCE AS PLANNING PEOPLE FOR PROGRESS

BRINGING OUT THE LATENT DESIGN IN PEOPLE

THE DOMESTICATION OF VIRTUE AND THE INTERIOR OF THE CHILD

The Family as the Cradle of Civilization

Pedagogy, Teachers, and the Cosmopolitan Nation in the Exceptional Child

SCIENCE AND GOVERNING THE PEDAGOGICAL "SOUL"

CONCLUSIONS

CHAPTER 5: EDUCATIONAL SOCIOLOGY AND PSYCHOLOGY: CALCULATING AGENCY AND ORDERING COMMUNITY

SOCIOLOGY AND SOCIAL PSYCHOLOGY: URBANIZING THE PASTORAL "COMMUNITY" IN GOVERNING THE FAMILY AND CHILD

Urbanizing the Pastoral Images of "Community": Progressive Education and Progressive Sociology

Pragmatism: Agency, Community and Planning Biography in Everyday Life

LEARNING IN THE CONNECTIONISM OF EDWARD L. THORNDIKE AS A CULTURAL THESIS

Psychology and Reforming Society

Science in Everyday Life

THE HOMELESS MIND, COMMUNITY, AND BIOGRAPHY

CHAPTER SIX: THE ALCHEMY OF SCHOOL SUBJECTS: THE HOPE OF RESCUE AND FEARS OF DIFFERENCE

FROM PLANNING FOR THE PURSUIT OF HAPPINESS TO PLANNING THE UNHAPPY: PROCESSES OF AJBECTION

RECOGNITION OF UNHAPPINESS AND ITS RESCUE

THE ALCHEMY OF SCHOOL SUBJECTS: NORMALIZING PEDAGOGIES

The Alchemy and the Science of Child Learning

Selectivity and Procedures for Ordering Academic Knowledge: English Literature, Mathematics, and Music Education

COSMOPOLITANISM: HOPES AND FEARS AS RECOGNITION AND DIFFERENTIATION

PART TWO: TURN OF THE 21ST CENTURY REFORMS, THE UNFINISHED COSMOPOLITAN AND SCIENCES OF EDUCATION

CHAPTER SEVEN: THE UNFINISHED COSMOPOLITAN: CULTURAL THESES OF PROBLEM SOLVING AND COLLABORATION IN LIFELONG LEARNING

THE HOPE OF THE FUTURE: THE UNFINISHED COSMOPOLITAN AS THE LIFELONG LEARNER

Agency in the Continual Making of the World and Self

The Problem Solver in an Unfinished World

"Community" in the Ordering Collective Belonging

The Teacher as a Reflective Practitioner: The Lifelong Learner in Communities of Collaboration

CURRICULUM STANDARDS: RE-CALIBRATING THE SCOPE AND ASPIRATION OF INDIVIDUALITY IN "THE SOCIAL"

The Hope of Finding the Right Practices to Manage Democracy and Fears of Those Who Threaten Progress

Creating the Unity of the Whole: Standards for All Children

THE DEMOCRATIC ORGANIZED COMMUNITY AND UNFINISHED COSMOPOLITANISM

CHAPTER EIGHT: THE ALCHEMY OF SCHOOL SUBJECTS: DESIGNING THE FUTURE AND ITS UNLIVABLE ZONES

THE DESIRE FOR FUTURE AND ABJECTION IN TEACHER EDUCATION

THE STANDARDS OF SCHOOL SUBJECTS: MATHEMATICS AND THE CULTURAL THESES OF PEDAGOGICAL KNOWLEDGE

Mathematics in Service of the Pedagogical Child

Governing the Soul: Problem Solving As Ordering the Interior of the Mind

Community and Classroom Communications in the Struggle for the Soul

Pedagogical Inscriptions, School Subjects and The Iconic Images of the Expert

The Eliding of Mathematics as a Field of Cultural Practices

STANDARDS OF SOCIAL INCLUSION AND EXCLUSION IN THE ALCHEMY

IRONIES OF AUTONOMY AND PARTICIPATION: THE ALCHEMY AND THE NARROWING OF POSSIBILITIES

CHAPTER NINE: DESIGNING PEOPLE: AGENCY AND THE FEARS OF THOSE LEFT BEHIND IN INSTRUCTION AND RESEARCH

DESIGN AS THE PHILOSOPHER’S STONE

DESIGNING INSTRUCTION, DESIGNING RESEARCH AND DESIGNING PEOPLE

Instructional Design as a Foundational Story of the Future Cosmopolitanism

Design As Research: The Expertise of Empowerment In Continuous Innovation

Research Designs and "Evidence-Based" Reforms: Replications as Change

THE ERASURES OF THE SYSTEM: ALL CHILDREN ARE THE SAME AND DIFFERENT

The Hope of Inclusion and the Difference of Dangerous Populations

The Child Not in the Space of "All": The Unlivable Spaces of the Urban Child Left Behind

DEMOCRACY AS GETTING CLOSER TO ACTION IN GOVERNING

CHAPTER 10: THE REASON OF SCHOOL PEDAGOGY, RESEARCH AND THE LIMITS OF COSMOPOLITANISM

THE UNFINISHED COSMOPOLITANISM, CULTURAL THESES AND PROCESSES OF ABJECTION

FEARS OF DEMOCRACY: ENCLOSURES AND INTERNMENTS IN THE ORDERING OF THE PRESENT

EQUITY RESEARCH: THE RADICAL DIFFERENTIATION, REPULSION, AND PARADOXICAL INCLUSION

COSMOPOLITANISM AND THE STUDY OF SCHOOLING: LIMITS TO ITS CULTURAL THESIS

METHODOLOGY AND EPISTEMOLOGICAL OBSTACLES

REFERENCES

Author Bio

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

Name: Cosmopolitanism and the Age of School Reform: Science, Education, and Making Society by Making the Child (Paperback)Routledge 
Description: By Thomas S. Popkewitz. 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...
Categories: Curriculum Studies, Education Policy & Politics, History of Education, Education Policy