Thomas s pupkewitz biography examples

Thomas S. Popkewitz
Born	() August 16, (age&#;84) New York City, New York, U.S.
Alma&#;mater	Steinhardt University of Culture, Education, and Human Development Teachers College, Columbia University Hunter College
Scientific career
Institutions	University of Wisconsin–Madison

Thomas S.

Popkewitz (born August 16, ) is a professor in the department of curriculum and instruction, University of Wisconsin–Madison Academy of Education, US. His studies explore historically and contemporary training as practices of making distinct kinds of people (e.g., the citizen, the learner, the toddler left behind) that distribute differences (e.g., the achievement gap).

He has written or edited approximately 40 books and articles in journals and book chapters translated into 17 languages. Recent studies focus on the comparative reason of educational research as cartographies and architectures that produce phantasmagrams of societies, population and differences.

The studies entail theoretical, discursive, ethnography, and historical studies that explore school, professional identities, and the relation to conceptions of differences inscribed childhood, learning and cultural differences.

Biography

Popkewitz earned a B.A. at Hunter College, Town University of New York (), a M.A. at Teachers College, Columbia University () and an Ed.D. from New York University (). The American Educational Study Association awarded Popkewitz the Division B (Curriculum Studies) Lifetime Achievement Award () and the University of Wisconsin–Madison School of Learning gave him its Distinguished Faculty Award ().

Popkewitz was elected as Fellow to the American Educational Research Association (). He has also been awarded a fellowship as guest researcher professor at the French Ministère de L’Éducation Nationale, De L’Ensigeignement Supérieur et De La Recherche, Institut National de Recherche Pédagogique (),^[1] distinguished overseas professor at East China Normal University (–), guest professor at Luxembourg (–), Healer Honoris Causa at the Universidad de Granada in Spain (), and lifetime honorary professor at the Nanjing Normal University.

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He was elected to the Laureate Chapter of Kappa Delta Pi, International Honor Society in Education in

Popkewitz began his career at the University of Wisconsin-Madison in , where he holds the position of professor. In Popkewitz was selected by the US Declare Department to organize an American delegation on teaching and study for joint Soviet/American seminar at USSR Academy of Pedagogical Sciences Presidium, marking the beginning of a career that has been particularly defined by its international focus.

In , he was named a Fulbright Fellow, allowing him to spend the year at the USSR Academy of Pedagogical Sciences as a senior researcher. In the fall of he was a Fellow at the Swedish Collegium for Advanced Study in the Social Sciences in Uppsala and from to acted as a visiting professor at Umeå University in Sweden.

His international work has also included an award () as W. F. Wilson Fellow from the Oppenheimer Foundation –, in – a Senior Fulbright Fellow award at the University of Helsinki, and in a Finnish Academy of Science Fellow award.^[1]

Curriculum Studies

From the s through the Cold War, curricular thinking was dominated by Ralph W.

Tyler and his idea of teaching. In the post-Sputnik years, this procedural and instrumental mentality was recast as the training of scientifically oriented and productive teaching methods (Pinar, et al.[4]). In the s a variety of social and academic movements recognized the role of the politics of knowledge, cultural differences and the limits of objectivity-based theories.

In this context, Pinar and colleagues () consider that Popkewitz summarized the key elements of the new era already in

Understanding research…requires thought about the intersection of biography, history, and social structure. While we are immersed in our personal histories, our practices are not simply products of our intent and will.

We take part in the routines of daily life, we use language that is socially created to construct camaraderie with others possible, and we develop affiliation with the roles and institutions that offer form to our identities.^[2][3]

Green and Cormack () credit Popkewitz with having founded "The Popkewitz Institution of Research",^[4] or alternatively called "the Popkewitz Tradition",^[5] that investigates the social epistemology of the school.

Green and Cormack () note that the most appealing and conceptually rich work in curriculum has increasingly addressed itself to questions of textuality, language and discourse, noting further that previously there had been minute explicit recognition or acknowledgment in the field as a whole of the importance of language in and for schooling, as well as for knowledge, culture and power.

They argue that “here what might be appropriately if somewhat provocatively called the Popkewitz school” was a primary site of embracing the linguistic turn (, p.&#;).

Clearly, his research introduced the construct of social epistemology to Curriculum Studies.

It considers language and learning as cultural practices having significant material consequences, from a theoretical viewpoint far different from Marxist or Neo-Marxist critiques of functionalism and instrumentalism (Pereyra & Franklin, ). Popkewits’ publications on social epistemology are: Cosmopolitanism and the age of school reform: Science, education and making society by making the child (), translated into Spanish, Swedish, and forthcoming in Chinese and Italian; A political sociology of educational reform: Power/Knowledge in teaching, teacher learning, and research (), translated into Spanish, Portuguese, and Russian, and forthcoming in Chinese.

He co-authored Educational knowledge: Changing relationships between the state, civil society, and the educational community () and Foucault's challenge: Discourse, knowledge, and power in education ().In , The Center for Thomas Popkewitz Studies was opened within the Beijing Normal University Department of Curriculum and Instruction to grow this research tradition within China.

Foucaultian Approaches to Curriculum Studies

Popkewitz draws on the work of philosopher Michel Foucault already in (Foucault Challenge).^[6] In his works, the knowledge of education is an issue of power as productive, as shaping, and in circulation rather than a simplistic concept of power envisioned as negative, juridical, sovereign, and static.

Popkewitz, T. S. (, May - , May). Keynote Speaker: The Unity of Knowledge as a Philosophy Ideal in the Practices of Schooling: Notes from Curriculum & Science Studies about Change that Conserves. presented at the 2nd International Symposium on Philosophy, Education, Art and History of Science, Turkey.

The Political Sociology of Educational Reform takes the sociology of knowledge into dialogue with Foucault and other continental philosophical work. Thus, Popkewitz historicizes knowledge and analyses the way school transforms it into a “psychologized” type in the K curricula.

His analysis problematizes reductionist, dualistic and what he calls “administrative conceptions” of creature, agency, and change – a social epistemology of knowledge-production as non-monolithic and contingent. Key in Popkewitz's approach is the integral reflexivity, which enables him to questions the “systems of reason”.

In Cosmopolitanism and the Age of School Reform (), “the cosmopolitan” is approached through historicizing its epistemological principles. The examination demonstrates the assemblages of systems of reason and illustrates the shifts within different moments and under different cultural, statist, and global pressures.

Popkewitz's research shifts the question in education explore from “Whose knowledge is of most worth?” to “What gets to count as knowledge in the first place?” His redefinition attempts to challenge a put of traditional binaries often create in educational research.

Studies of Social Inclusion, Exclusion and Abjection

Popkewitz engages in fundamental questions about social exclusion in national educational facility reform efforts. Popkewitz explores historically and sociologically how a comparative style of thought enters into school reform to recognize difference.

In his view, difference produces distinctions and differentiations that leads to exclusion and abjection.

Struggling for the Soul () combines Foucauldian power-knowledge nexus with ethnographic research of teachers in urban and rural schools. The learn offers a way of thinking about how differences such as national/international, advanced/left behind are produced through the commonsense reasoning on teaching.

The book's focus on urban education is significant as reforming urban education has been a major social policy and research effort since WWII. The volume's thesis is that other ideological positions about school reform and concepts of equity and justice often maintain the equal principles of ordering, classifying and dividing, keeping problematic and restricted notions of identity still in play.

Development of New Theoretical Approaches and Constructs

The social epistemology of Popkewitz engages with what he calls “systems of reason.” His research maps “reason” as the historical logic and underlying cultural principles that inform the practices of teacher education, educational reform, and the education sciences.

Systems of reason are arbitrary, historical, and culturally constituted. In each chronotope, systems of reason influence the construction of the line between truth and falsity, knowledge and opinion, fact and belief. Popkewitz examines how the rules and standards of reason in various disciplinary fields are translated and transformed within the practices of schooling; how historically formed systems of ideas construct our sense of identity; and, how these systems of reason are part of institutional standards and power relations.

Through ethnographic,[7] textual and historical studies,[8] he has "made visible" the principles that order and shape how teachers organize, observe, supervise, and evaluate students and has illuminated the ways these systems make norms that serve to deny students who are poor or of color.

Popkewitz has developed a number of new constructs to engage in empirical investigate related to education: double gestures, traveling libraries and the indigenous foreigner, cosmopolitanism as a cultural thesis, the alchemy of educational facility subjects, and salvific themes in secular objects.

Through the construct of “traveling libraries,” Popkewitz challenges comparative education scholarship in that he focuses on how ideas travel and intersect with other “authors" to produce particular cultural ways of “seeing” and acting.

“Traveling libraries” is linked to an “indigenous foreigner” concept, that implies an ironic understanding how ideas are nationalized and naturalized. This mode of analysis produces a notion of Dewey () as “an indigenous foreigner,” whose ideas connect significantly with other ideas and cultural principles (“traveling libraries”) in different times and geographical spaces that have petite to do with pragmatism's historical and cultural origins.

Popkewitz plainly demonstrates that the traveling of discourses is neither purely from a center to a periphery, or from fixed point to fixed point, but rather, it is mediated by sociohistorically specific discursive frames that redefine “the national interest”.

What appears to be a unidirectional spread or diffusion of discourses is a far more complex appropriation of available tools enmeshed with localized systems of reason (). Highly visible and popular worldwide trends in education are reinterpreted and redefined such as inclusive schooling, best practices, and “Education for All”.

Finally, through his examination of what he calls salvific themes in secular objects, Popkewitz challenges the secularization thesis of modernity as it relates to the school.[10] He articulates how particular strains of American Protestant reformism are inscribed in what are widely viewed as secular education practices; to demonstrate how these discourses have shaped dominant education logics; and to document how they have informed dominant conceptualizations in education sciences of children's learning, problem solving, move, and community.

Popkewitz's approach goes beyond intersectionality studies, systems theory, and the qualitative/quantitative divide. He proposes a radical critique of how the European and American enlightenments helped to constitute what count as good knowledge, fine method, good care, and pleasant education through the formation of the very academic disciplines.

Through integrating a variety of postfoundationalist literatures, cultural histories, and accounts of American exceptionalism, Popkewitz has demonstrated how narratives that emerged through a particular Protestant reformism shaped dominant education discourse.

He is the first scholar in curriculum studies in the US to reference how religious discourses about salvation and redemption were inscribed in educational practices and research.^[7]

A variety of “mixed methods” approaches that involve historical, policy, statistical, and ethnographic study illustrate a further innovation in the field.

His major contributions in this area include The learn of schooling: Field methodologies in educational research and evaluation (), Teacher education: A critical examination of its folklore, theory, and practice (), The formation of the school subject-matter: The strife for creating an American institution (), Critical theories in education: Changing terrains of knowledge and politics (), Cultural history and education: Critical studies on truth and schooling (), Governing children, families, and education: Restructuring the welfare state (), and Learning research and policy: Steering the knowledge-based economy ().

Popkewitz's international recognition is evident from the translation of his major books, such as, The myth of educational reform: School responses to planned change (, into Spanish), Paradigm and ideology in educational research: Social functions of the intellectual (, Spanish), Teacher education: A critical examination of its folklore, theory, and practice (, Spanish), A political sociology of educational reform: Power/Knowledge and authority in teaching, teacher education, and research (, Spanish Portuguese, Russian, and Traditional Chinese), Struggling for the Soul: The politics of education and the construction of the teacher (, Spanish, Portuguese, and Chinese), Foucault's challenge: Discourse, knowledge, and power in learning (, with M.

Brennan, Spanish), Reformas Educativas e Formacao de Professores Novoa, A., & Popkewitz, T. S. (Eds.), (), Cosmopolitanism and the age of college reform: Science, education and making society by making the infant (, Spanish).

Selected books

• Zhao, W., Popkewitz, T S & Autio, ().

  Epistemic Colonialism and the Transfer of Curriculum Knowledge across Borders: Applying a Historical Lens to Contest Unilateral Logics. Routledge.

• Popkewitz, T., Pettersson, D., & Hsiao, K. (Eds.). ().

  My analyze includes historical, ethnographic, and comparative studies of educational reforms and the education sciences in Asia, Europe, Latin America, Southern Africa, and the US. In addition, I have chaired over PhD and Masters students.

  The International Emergence of Educational Sciences in the Post-World War Two Years: Quantification, Visualization, and Making Kinds of People. Routledge.

• Popkewitz, T. (). The Impracticality of Practical Research: A History of Sciences of Change that Conserve.

  The University of Michigan Press. (Also translated into Chinese and Spanish.)

• Fan, G., & Popkewitz, T. (Eds.). (). Handbook of education policy studies. Values, Governance, Globalization and Methodology, Volume 1 . =Springer (English) and Educational Publishing House (Chinese).
• Fan, G., & Popkewitz, T.

  (Eds.). (). Handbook of education policy studies. School/University, Curriculum, and Judgment, Volume 2. Springer (English) and Educational Publishing House (Chinese).

• Popkewitz, T., Diaz, J & Kirchgasler, eds. ().

  A Political Sociology of Educational Knowledge: Studies of Exclusions&#;and Difference. Routledge/MacMillan.

• Popkewitz, T. ed. (). The "Reason" of Schooling: Historicizing Curriculum Studies, Pedagogy, and Lecturer Education.

  Routledge.

• Popkewitz, T. (ed.) (). Rethinking the history of education: An intercontinental perspective on the questions, methods and knowledge of schools. Palgrave MacMillan.
• Popkewitz T., & Rizvi, F.

  (eds.). (). Globalization and the study of training ( Yearbook. Vol 2). National Society for the Study of Education.

• Popkewitz, T. (). Cosmopolitanism and the age of school reform: Science, education and making population by making the child.

  Routledge. (This book has been translated into Portuguese and Swedish and translated and published in Spanish [Morata]).

• Popkewitz, T., Olsson, U., Petersson, K. & Kowalczyk, J. eds. () ’The future is not what it appears to be’ Pedagogy, Genealogy and Political Epistemology in Honor and in Memorial to Kenneth Hultqvist.

  Stockholm Institute of Education Press.

• Popkewitz, T. (Ed.) (). Inventing the modern self and John Dewey: Modernities and the traveling of pragmatism in education. Palgrave Macmillan Press.
• Popkewitz, T. (Ed.) (). Educational knowledge: Transforming relationships between the state, civil society, and the educational group.

  State University of New York Press.

• Popkewitz, T. & Fendler, L. (Eds.) (). Critical theories in education: Changing terrains of learning and politics. Routledge.
• Popkewitz, T. (). Struggling for the soul: The politics of schooling and the construction of the teacher.

  Teachers College Press.

• Popkewitz, T. & Brennan, M. (Eds.) (). Foucault's Challenge: Discourse, knowledge, and power in education. Teachers College Press. (Translated and published in Spain)
• Popkewitz, T. (). A political sociology of educational reform: Power/knowledge in education, teacher education and research.

  Teachers College Press.

• Popkewitz, Thomas S. (). Paradigm and ideology in educational research: Social functions of the intellectual. Falmer Press. (Paradigma e ideología en investigación educative. A. Ballesteros, trans.

  Madrid: Mondadori, ).

Selected articles

• Popkewitz, T. S. (). Comparative Reasoning, Fabrication, and International Knowledge Assessments: Desires about Nations, Culture, and Populations. International Journal of Educational Research (
• Popkewitz, T.

  (). The Paradoxes of Practical Research: The Good Intentions of Inclusion that Exclude and Abject. The European Educational Research Journal.

• Popkewitz, T (). What is “really” taught as the content of college subjects? Teaching school subjects as an alchemy.

  The High Academy Journal, (2), 77–

• Popkewitz, T. (). Educational planning, sciences, and the conservation of the present as the problem of change: Should we take seriously the cautions of Foucault and Rancière? European Journal of Curriculum Studies, 2(1), –
• Popkewitz, T.

  S. (). The sociology of education as the history of the present: Fabrication, difference and abjection. Discourse: Studies in the cultural politics of education, 34(3), –

• Popkewitz, T. S. (). The limits of instructor education reforms: School subjects, alchemies, and an alternative possibility.

  Journal of Teacher Education, 61(5), –

• Popkewitz, T., Olsson, U., and Petersson, K. (). The learning population, the unfinished cosmopolitan, and governing education, public health, and crime prevention at the beginning of the twenty-first century.

  Educational Philosophy and Theory37/4, –

• Popkewitz, T. (). The alchemy of the mathematics curriculum: Inscriptions and the fabrication of the child.
  My studies are concerned with the political and cultural politics of learning knowledge and its comparative reason. These studies view schooling and research as practices creating kinds of people e. Recent studies focus on the impracticality of practical research for enacting its social commitments; examining historically current curriculum, teacher education, and international assessments as generating phantasmagrams that affectively differentiate potentialities about societies and people. My current explore centers on the political sociology of scientific knowledge in international student performance assessments; the post-World War II mobilizations of social and education sciences; and educator education.

  American Educational Journal41/

• Popkewitz, T. () Is the National Explore Council Committee's Report on Scientific Research in Education Scientific? On Trusting the Manifesto. Qualitative Inquiry, 10 (1), 62–
• Popkewitz, T.

  (). How the alchemy makes inquiry, evidence, and exclusion. Journal of Teacher Education 53/3, –

• Popkewitz, T. (). The denial of switch in the process of change: Systems of ideas and the construction of national evaluations. The Educational Researcher 29/1, 17–
• Popkewitz, T.

  and Lindblad, S. () Educational Governance and Social Inclusion and Exclusion: Some conceptual difficulties and problematics in policy and investigate. Discourse: Studies in the Cultural Politics of Education.

  21(1),

• Popkewitz, T. () Dewey, Vygotsky, and the Social Administration of the Individual: Constructivist Pedagogy as Systems of Ideas in Historical Spaces. American Educational Research Journal 35(4), –
• Popkewitz, T.

  (). The society of redemption and the administration of freedom in educational explore.

  Thomas S. Popkewitz - JSTOR: Thomas S. Popkewitz (born August 16, ) is a professor in the department of curriculum and instruction, University of Wisconsin–Madison School of Education, US. His studies explore historically and contemporary education as practices of making different kinds of people (e.g., the citizen, the learner, the child left behind) that distribute.

  The Review of Educational Research 68/1,

• Popkewitz, T. (). A changing terrain of knowledge and power: A social epistemology of educational research. The Educational Researcher 26/9, 18–
• Popkewitz, T.

  () The production of reason and power: Curriculum history and intellectual traditions. Journal of Curriculum Studies 29(2), –

• Popkewitz, T. and Brennan, M. () Restructuring of Social and Political Theory in Education: Foucault and a Social Epistemology of School Practices.

  Educational Theory 47(3), –

• Popkewitz, T. () Rethinking decentralization and state/civil society distinctions: the state as a problematic of governing. Journal of Education Policy 11(1), 27–
• Popkewitz, T.

  (). Professionalization in teaching and teacher education: Some notes on its history, ideology, and potential.

  You hope to highlight your key strengths and accomplishments without sounding boastful. This article will give you helpful tips and examples for writing about yourself. I specialize in [your key skills] and have [a notable achievement]. In my free time, I appreciate [a hobby or interest].

  International Journal of Teaching & Mentor Education 10/1.

• Popkewitz, T. (). Educational reform: Rhetoric, ritual, and social interest. Educational Theory 38(1), 77–
• Hoyle, E. & Popkewitz, T. (). Paradigm and ideology in educational research: The social functions of the intellectual.

  British Journal of Educational Studies 33(3).

• Popkewitz, T. (). Ideology and social formation in teacher education. Journal of Education and Teacher Education 1(2), 91–
• Popkewitz, Thomas S. (). The sociological basis for individual differences: The relation of the solitude and the crowd.

  In J. Goodlad & G. Fenstermacher (Eds.), Individual difference in school (NSSE Yearbook) 82(1), 44–

References

Postiglione, G. A. () Reviewed work(s): Paradigm and Ideology in Educational Research: The Social Functions of the Intellectual by Thomas S. Popkewitz. Comparative Education 30(1), –

() BOOK REVIEWS, Policy Futures in Education, 7(5), –