Cosmopolitanism and the age of school reform : science, education and making society by making the child

In Cosmopolitanism and the Age of School Reform, noted educationalist Thomas Popkewitz explores turn-of-the-century and contemporary pedagogical reforms while illuminating their complex relation to cosmopolitanism. Popkewitz highlights how policies that include "all children" and leave "no child behind" are rooted in a philosophy of cosmopolitanism--not just in salvation themes of human agency, freedom, and empowerment, but also in the processes of abjection and the differentiation of the disadvantaged, urban, and child left behind as "Other."

Author Notes

Thomas S. Popkewitz is Professor of Curriculum and Instruction at the University of Wisconsin-Madison

Preface	p. xiii
Acknowledgments	p. xvii
Chapter 1 Cosmopolitanism: An Object of Study	p. 1
Prologue	p. 1
Outline of the Book and Methodological Note	p. 7
The New Cosmopolitanism: The Seductions of the Global Citizen	p. 10
The Double Times of Reason: The Hope of Progress and Fears of Degeneration	p. 12
Reason: Greek Cosmopolis, the Church's Divine Revelation, and the Enlightenment's Secular Perfection	p. 12
Reason and Science	p. 15
Cosmopolitan Agency and Inventing the Social	p. 16
Fabricating Human Kinds: Adolescence as an Exemplar of a Cultural Thesis	p. 19
Toward a History of Present Schooling; A Question of Method	p. 20
Chapter 2 The Reason in Question: Cosmopolitanism and Processes of Abjection	p. 23
Agency in the Movement of Time	p. 24
Progress in the Taming of Agency	p. 27
"The Homeless Mind": Biography as an Object and Subject of Time	p. 29
Biography in Planning Life	p. 30
Science, the Ordering of Change, and Salvation Narratives	p. 32
Comparative Reasoning and Processes of Abjection	p. 35
The Hope of Civilizing and Fears of the Dangerous	p. 35
Racializing Others	p. 37
Toward the Study of the Reason of Cosmopolitanism and Schooling	p. 39
Part 1 Twentieth-Century Reforms, the Unfinished Cosmopolitan, and Sciences of Education	p. 41
Chapter 3 Cosmopolitanism, American Exceptionalism, and the Making of Schooling	p. 45
Cosmopolitanism, National Exceptionalism, and Its Pastoral Images	p. 46
"The Light of the World"	p. 46
Transforming the Wilderness and the Technological Sublime	p. 50
Inclusion and Casting Out: Urban Populations, The Urbane, and the Social Question	p. 51
Science as the Hope of the Republic and Protection Against Its Dangers	p. 52
The Redemption of the Urban Populations	p. 54
The Double Gestures of Schooling	p. 55
Pedagogy and the Hopes and Fears of the Urban Child and Family	p. 57
Governing as Schooling: Some Concluding Thoughts	p. 60
Chapter 4 The Sciences of Pedagogy in Designing the Future	p. 63
Social Science as Planning People	p. 64
Bringing Out the Latent Design in People	p. 67
The Domestication of Virtue	p. 70
The Family as the Cradle of Civilization	p. 70
The "American Race", Teachers, and the Social Question	p. 72
Science and Governing the Pedagogical "Soul"	p. 75
Designing the Interior of the Child	p. 77
Chapter 5 Educational Sociology and Psychology: Calculating Agency and Ordering Community	p. 79
Sociology and Social Psychology: Urbanizing the Pastoral Community	p. 79
Urbanizing the Pastoral Images of Community in Progressive Movements	p. 80
Pragmatism: Agency, Community, and Planning Biography	p. 83
The Psychology of Connectionism as a Cultural Thesis	p. 85
Psychology and Reforming Society	p. 86
Science in Everyday Life	p. 88
The Homeless Mind, Community, and Biography	p. 91
Chapter 6 The Alchemy of School Subjects: The Hope of Rescue and Fears of Difference	p. 95
Planning for the Pursuit of Happiness to Planning for the Unhappy: Processes of Abjection	p. 96
Recognition of "Unhappy" Populations and Their Rescue	p. 99
The Alchemy of School Subjects	p. 102
Alchemy and the Science of Child Learning	p. 103
Ordering Academic Knowledge: English Literature, Mathematics, and Music Education	p. 106
Cosmopolitanism: Hopes and Fears as Recognition and Difference	p. 109
Part 2 Twenty-First-Century Reforms, the Unfinished Cosmopolitan, and Sciences of Education	p. 111
Chapter 7 The Unfinished Cosmopolitan: The Cultural Thesis of the Lifelong Learner	p. 115
The Hope of the Future: The Unfinished Cosmopolitan as the Lifelong Learner	p. 116
Agency in the Continual Making of the World and Self	p. 117
The Problem Solver in an Unfinished World	p. 118
Community And Collective Belonging	p. 120
The Teacher as a Reflective Practitioner: The Lifelong Learner in Communities of Collaboration	p. 123
Curriculum Standards: Reconnecting the Individual and the Social	p. 125
Finding the Right Practices to Manage Democracy and Its Dangers	p. 126
The Unity of "All" Children and Its Casting Out	p. 129
The Democratic Community as Double Gestures	p. 130
Chapter 8 The Alchemy of School Subjects: Designing the Future and Its Unlivable Zones	p. 133
The Desire for Future and Abjection in Teacher Education	p. 134
The Standards of School Subjects: Mathematics and the Cultural Theses of Pedagogical Knowledge	p. 138
Mathematics in Service of the Pedagogical Child	p. 138
Governing the Soul: Problem Solving as Ordering the Interior of the Mind	p. 142
Community and Classroom Communications in the Struggle for the Soul	p. 143
Pedagogical Inscriptions, School Subjects, and the Iconic Images of the Expert	p. 145
The Eliding of Mathematics as a Field of Cultural Practices	p. 147
Standards of Social Inclusion as Exclusions	p. 149
Ironies of Autonomy and Participation: The Alchemy and the Narrowing of Possibilities	p. 150
Chapter 9 Designing People in Instruction and Research: Processes of Abjection: Agency and the Fears of Those Left Behind in Instruction and Research	p. 153
Design as the Philosopher's Stone	p. 154
Designing Instruction, Designing Research, and Designing People	p. 155
Instructional Design as a Foundational Story of Future Cosmopolitanism	p. 155
Design as Research: The Expertise of Empowerment in Continuous Innovation	p. 157
Research Designs and "Evidence-Based" Reforms: Replications as Change	p. 161
The Erasures of the System: All Children Are the Same and Different	p. 163
The Hope of Inclusion and the Difference of Dangerous Populations	p. 163
The Child Not in the Space of "All": The Urban Child Left Behind	p. 166
Democracy as Designing People	p. 169
Chapter 10 The Reason of School Pedagogy, Research, and the Limits of Cosmopolitanism	p. 171
The Unfinished Cosmopolitanism, Cultural Theses, and Processes of Abjection	p. 173
Fears of Democracy: Enclosures and Internments in the Ordering of the Present	p. 177
Equity Research: The Radical Differentiation, Repulsion, and Paradoxical Inclusion	p. 180
Cosmopolitanism and the Study of Schooling: Limits to Its Cultural Thesis	p. 182
Methodology and Epistemological Obstacles	p. 184
Notes	p. 189
References	p. 195
Author Index	p. 213
Subject Index	p. 217

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