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  1.  60
    The Learning Society, the Unfinished Cosmopolitan, and Governing Education, Public Health and Crime Prevention at the Beginning of the Twenty‐First Century.Thomas S. Popkewitz, Ulf Olsson & Kenneth Petersson - 2006 - Educational Philosophy and Theory 38 (4):431–449.
    The ‘learning society’ expresses principles of a universal humanity and a promise of progress that seem to transcend the nation. The paper indicates how this society is governed in the name of a cosmopolitan ideal that despite its universal pretensions embodies particular inclusions and exclusions. These occur through inscribing distinctions and differentiations between the characteristics of those who embody a cosmopolitan reason that brings social progress and personal fulfilment and those who do not embody the cosmopolitan principles of civility and (...)
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  2.  65
    Restructuring of Social and Political Theory in Education: Foucault and a Social Epistemology of School Practices.Thomas S. Popkewitz & Marie Brennan - 1997 - Educational Theory 47 (3):287-313.
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  3. Inventing the Modern Self and John Dewey: Modernities and the Traveling of Pragmatism in Education.Thomas S. Popkewitz (ed.) - 2005 - Palgrave-Macmillan.
    Pragmatism provoked both admiration and fear, as global changes brought into the twentieth century provoked a revisioning of the cultural narratives about who the citizen and child are and should be. In a new book edited by Thomas S. Popkewitz, scholars representing twelve nations provide original chapters to explore the epistemic features and cultural theses figured in Dewey's writings as they assembled in the discourses of public schooling. The significance of Dewey in the book is not about Dewey as the (...)
     
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  4.  14
    Paradigm and Ideology in Educational Research: The Social Functions of the Intellectual.Eric Hoyle & Thomas S. Popkewitz - 1985 - British Journal of Educational Studies 33 (3):306.
  5.  38
    Alchemies and Governing: Or, Questions About the Questions We Ask.Thomas S. Popkewitz - 2007 - Educational Philosophy and Theory 39 (1):64-83.
    This article turns one of most cited philosopher's John Dewey's title, How We Think back upon itself to consider how ‘thought’ or ‘reason’ are cultural practices that historically order and generate principles for reflection and action. The discussion proceeds thusly: Schooling is about changing people; Changing people embodies cultural theses about modes of living, such as that of being a lifelong learner or a Learning Society. The modes of living in modern pedagogy embody changing cultural norms and values about systems (...)
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  6.  28
    Educational Reform: Rhetoric, Ritual, and Social Interest.Thomas S. Popkewitz - 1988 - Educational Theory 38 (1):77-93.
  7.  88
    Democratic Education: An (Im)Possibility That yet Remains to Come.Daniel Friedrich, Bryn Jaastad & Thomas S. Popkewitz - 2010 - Educational Philosophy and Theory 42 (5-6):571-587.
    Efforts to develop democratic schools have moved along particular rules and standards of ‘reasoning’ even when expressed through different ideological and paradigmatic lines. From attempts to make a democratic education to critical pedagogy, different approaches overlap in their historical construction of the reason of schooling: designing society by designing the child. These approaches to democracy make inequality into the premise of equality, assuming a consensual partition of the world and the need for specific agents to monitor partitioned boundaries, thus reinserting (...)
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  8.  27
    Standards of Music Education and the Easily Administered Child/Citizen: The Alchemy of Pedagogy and Social Inclusion/Exclusion.Thomas S. Popkewitz & Ruth Gustafson - 2002 - Philosophy of Music Education Review 10 (2):80-91.
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  9. Critical Traditions, the Linguistic Turn and Education.Thomas S. Popkewitz - 1995 - In Philip Higgs (ed.), Metatheories in Philosophy of Education. [Distributed by] Thorold's Africana Books. pp. 139--171.
     
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  10.  12
    Craft and Community as Metaphors for Social Inquiry Curriculum.Thomas S. Popkewitz - 1977 - Educational Theory 27 (4):310-321.