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Governmentality Studies in Education
Michel Foucault’s concept of governmentality originated in a lecture series in the late 1970s at the Collège de France and soon became the basis for a range of historical and contemporary studies across the social sciences and humanities. The concept in part rests on a simple but powerful idea that links government to the freedom of the subject in a novel understanding of liberal politics. It also provides an analytics of power based on the examination of actual practices. This is the first collection to use Foucault’s concept in relation to the field of education where it has a natural home given that much educational theory and practice in the liberal tradition at least since Kant has...
The RoutledgeFalmer Reader in Education Policy and Politics
This Reader brings together selected papers from leading scholars to address the most significant recent development in educational policy and politics: the impact of globalisation. The papers discuss, document and analyse evidence of globalisation’s effects on the new direction of education policies and practices, and in the production of globalised agendas for the redesign of state provision and the governance of education. The Reader is organised in two parts. The first part provides a selection of articles that interrogate globalisation and its effects from a variety of analytical perspectives, and explore what kind of politics are possible in the framing context of globalisation. The ...
Education Research in the Public Interest
Acclaimed African American scholar and teacher educator Gloria Ladson-Billings examines the field of teacher education through the accomplishments and contributions of well-known African American teacher educators—Lisa Delpit, Carl Grant, Jacqueline Jordan Irvine, Geneva Gay, Cherry McGee Banks, William Tate, and Joyce King. Using in-depth interviews and storytelling, Ladson-Billings depicts deeply personal portraits of these scholars’ experiences to confront race and racism, not only theoretically, but within their everyday professional lives in “the Big House” of the academy. Ladson-Billings gives these portraits even greater resonance and meaning by pairing these teacher educators...
Empires, Post-Coloniality and Interculturality
Empires, Post-Coloniality and Interculturality: The New Challenges for Comparative Education, presents some outcomes of the 25th Conference of the Comparative Education Society in Europe (CESE), held in Salamanca, in June 2012. The central aim proposed for the debates of the Conference revolves around an intellectual effort to re-think and re-direct the scientific discipline of Comparative Education based on the broad cultural trends that influence the internationalization and/or globalization of education. Reconsidering and/or re-thinking our discipline involves studying the influence exerted on it by three major international forces. First, empires, not so much in terms of discipline or go...
Struggling for the Soul
In Struggling for the Soul, author Thomas Popkewitz tackles the persistent concern about unequal educational opportunities in the United States. He extends the theory of social epistemology argued in A Political Sociology of Educational Reform> through an ethnographic study of a national reform program that recruited teacher interns for urban and rural schools throughout the U.S.
Researching the Socio-Political Dimensions of Mathematics Education
Mathematics education research as a discipline is situated at the confluence of an array of diffuse‚ seemingly incommensurable‚ and radically divergent discourses. Research claims that have grown out of mathematics education are wide-ranging and antagonistic rather than circumscribed by hidebound disciplinary frames. While there has never been a unified‚ totalising discipline of knowledge labelled ‘mathematics education research’‚ and while it has always been a contested terrain‚ it is fair to say that the master paradigm out of which this field has been generated has been that of cognitive psychology. Mainstream mathematics education knowledges refracting the master discourse ...
Curriculum & Consequence
In this landmark volume, former students and colleagues of Herbert Kliebard explore issues he pioneered, and extend the discussion to new intellectual terrain. Published to honoru Kliebard upon his retirement from the faculty of the University of Wisconsin-Madison, these essays address a number of key issues including the Dewey legacy, the conflict between democracy and social control, curriculum differentiation, and liberal education. Written by a distinguished group of curriculum theorists and educational historians, the essays offer researchers substantive treatment of an array of key curricular issues and provide a conceptually rich text for courses in curriculum and educational history.
Foucault's Challenge
The intellectual work of Michel Foucault has been an increasingly central component of social science in recent years. This is the first book to directly address the implication of Foucault's work for the field of education. This text, originally published in 1997, not only provides a critical examination of the significance of Foucauldian thought for education, but also discusses how Foucault’s theories are arrayed in the everyday life of schools.
Fabricating Europe
Fabricating Europe has within it a core idea, a crucial but imprecise idea, that of a European educational space, which transnational governance, networks and cultural and economic projects are creating now. Yet, the perceptible creation of this contemporary space of European policy making and networking has not been a subject of study. It appears offstage in studies of national systems in which national and professional identity; political organization; policy formation and public/private markets are all viewed as contained within the borders of the state. Fabricating Europe is concerned with the new possibilities to be discerned and imagined in the European public and institutional spaces and discourses in education and the lack of impetus within the broad area of educational studies to meet the task of creating analyses and responses.
