Education sciences, schooling, and abjection: recognizing difference and the making of inequality?

Schooling in North America and northern Europe embodies salvation themes. The themes are (re)visions of Enlightenments' projects about the cosmopolitan citizen and scientific progress. The emancipatory principles, however, were never merely about freedom and inclusion. A comparative system of r...

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Main Author: Thomas Popkewitz
Format: Article
Language:English
Published: Education Association of South Africa 2008-08-01
Series:South African Journal of Education
Subjects:
Online Access:http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002008000300002&lng=en&tlng=en
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spelling doaj-88638f9478b84cea8a427bcb806e11c32020-11-24T22:25:55ZengEducation Association of South AfricaSouth African Journal of Education2076-34332008-08-01283301319S0256-01002008000300002Education sciences, schooling, and abjection: recognizing difference and the making of inequality?Thomas Popkewitz0University of Wisconsin–MadisonSchooling in North America and northern Europe embodies salvation themes. The themes are (re)visions of Enlightenments' projects about the cosmopolitan citizen and scientific progress. The emancipatory principles, however, were never merely about freedom and inclusion. A comparative system of reason was inscribed as gestures of hope and fear. The hope was of the child who would be the future cosmopolitan citizen; the fears were of the dangers and dangerous people to that future. The double gestures continue in contemporary school reform and its sciences. American progressive education sciences at the turn of the 20th century and contemporary school reform research are examined to understand their different cultural theses about cosmopolitan modes of life and the child cast out as different and abjected. Today's cosmopolitanism, different from that in the past, generates principles about the lifelong learner and its cosmopolitan hope of inclusion. The inclusionary impulse is expressed in the phrase "all children can learn". The child who stands outside of the unity of "all children" is disadvantaged and urban. School subject research in music at the turn of the 20th century and today's mathematics education are exemplars of the inscriptions of hope and fears in the sciences of education. The method of study is a history of the present. It is a strategy of resistance and counter praxis by making visible what is assumed as natural and inevitable in schooling.http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002008000300002&lng=en&tlng=eneducational scienceshistory of presentpolitics of schoolingreformsocial inclusion
collection DOAJ
language English
format Article
sources DOAJ
author Thomas Popkewitz
spellingShingle Thomas Popkewitz
Education sciences, schooling, and abjection: recognizing difference and the making of inequality?
South African Journal of Education
educational sciences
history of present
politics of schooling
reform
social inclusion
author_facet Thomas Popkewitz
author_sort Thomas Popkewitz
title Education sciences, schooling, and abjection: recognizing difference and the making of inequality?
title_short Education sciences, schooling, and abjection: recognizing difference and the making of inequality?
title_full Education sciences, schooling, and abjection: recognizing difference and the making of inequality?
title_fullStr Education sciences, schooling, and abjection: recognizing difference and the making of inequality?
title_full_unstemmed Education sciences, schooling, and abjection: recognizing difference and the making of inequality?
title_sort education sciences, schooling, and abjection: recognizing difference and the making of inequality?
publisher Education Association of South Africa
series South African Journal of Education
issn 2076-3433
publishDate 2008-08-01
description Schooling in North America and northern Europe embodies salvation themes. The themes are (re)visions of Enlightenments' projects about the cosmopolitan citizen and scientific progress. The emancipatory principles, however, were never merely about freedom and inclusion. A comparative system of reason was inscribed as gestures of hope and fear. The hope was of the child who would be the future cosmopolitan citizen; the fears were of the dangers and dangerous people to that future. The double gestures continue in contemporary school reform and its sciences. American progressive education sciences at the turn of the 20th century and contemporary school reform research are examined to understand their different cultural theses about cosmopolitan modes of life and the child cast out as different and abjected. Today's cosmopolitanism, different from that in the past, generates principles about the lifelong learner and its cosmopolitan hope of inclusion. The inclusionary impulse is expressed in the phrase "all children can learn". The child who stands outside of the unity of "all children" is disadvantaged and urban. School subject research in music at the turn of the 20th century and today's mathematics education are exemplars of the inscriptions of hope and fears in the sciences of education. The method of study is a history of the present. It is a strategy of resistance and counter praxis by making visible what is assumed as natural and inevitable in schooling.
topic educational sciences
history of present
politics of schooling
reform
social inclusion
url http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002008000300002&lng=en&tlng=en
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