By Thomas S. Popkewitz
The writer investigates the discourse of up to date academic reform utilizing a thematic standpoint (rather than a chronological one) of nineteenth- and 20th-century background. The e-book starts with an exam of the primary conceptual and old matters within the learn of academic swap.
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Extra resources for A Political Sociology of Educational Reform: Power/Knowledge in Teaching, Teacher Education, and Research
Our hope that rational action can produce progress, we lose sight of the fact that the very notion of progress embodies a particular set of assumptions about intellect and power. Theories of progress from the 17th century onward reflected the newly established institutional relations of religion, state, culture, and society. Earlier millennia! views involved a critique of the present and the creation of a new world that dep~rted drastically from the present. By the 17th century, however, these utopian views were being challenged and the millennia!
These fractions establish power relations among institutions, but are understood through the dispersal of interpretation and the regularity in which the production of school reform occurs. I have been using the phrase social epistemology in reference to a layer of analysis that directs this study: the relation of knowledge, instit_utions, and power. I use epistemology as a historical, social, and pragmatic concept. " Further, I have sought to posit a theory of knowledge as a historical theory of society and individuality.
Of power (cultural, social, and economic). While this current study of school reform is not an application of Bourdieu's theory, it is sensitive to the sociological issues that he raises. What is central to, the current study are concepts of change and power as aspects of the relations Q,efined in a social space. This perspective allows an exploration of changes in the relations among groups and actors as problems of power. My particular concern with school change, however, combines a consideration of the social space within and among institutions, and an investigation of how that social space merges with the epistemologies of schooling and its programs of reform.
A Political Sociology of Educational Reform: Power/Knowledge in Teaching, Teacher Education, and Research by Thomas S. Popkewitz