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This interview with Thomas Popkewitz addresses various issues related to his thought and work. After a review of his own biography, in which we can appreciate the way in which he develops and sustains his critical thinking that develops a field of thought that engages the political of schooling diferente from prior notions of critical theory that he introduces for educational studies. In his discussion, he analyzes questions such as critical theory today, the space of the University and the role of intellectuals, and the rethinking of agency, resistence and the alternatives. His discussion provides a way to theorize and study the knowledge (reason) of schooling as having a materiality and as the political through engaging a cultural and historical sociology with currículum studies. The interview pays attention to the historical conditions and paradoxes of efforts to include that create and distribute differences that make the present possible and intelligible. ; Esta entrevista con Thomas Popkewitz aborda diversas cuestiones relacionadas con su pensamiento y su obra. Tras un recorrido por su propia biografía, en la que se aprecia el modo en que desarrolla y sostiene su pensamiento crítico, nos ofrece un campo de pensamiento comprometido con la política de la escolarización, diferente a las ideas previas, orientadas por de la teoría crítica francfortiana, que propone para los estudios educativos de la ciencias de la educación (y la educational research, que en su semántica histórica se refiere a lo que en Europa se ha denominado y denomina la ciencia-s de la educación). En su discusión, analiza cuestiones como la teoría crítica hoy, el espacio de la Universidad y el papel de los intelectuales y el replanteamiento de la agencia, la resistencia y las alternativas. Su discusión proporciona un marco para teorizar y estudiar el conocimiento (la razón) de la escolarización a través del compromiso de la sociología cultural e histórica con los estudios del currículum. La entrevista presta atención a las condiciones y paradojas históricas de los esfuerzos de inclusión que crean y distribuyen las diferencias que hacen posible e inteligible el presente.

This volume uncovers the colonial epistemologies that have long dominated the transfer of curriculum knowledge within and across nation-states and demonstrates how a historical approach to uncovering epistemological colonialism can inform an alternative, relational mode of knowledge transfer and negotiation within curriculum studies research and praxis. World leaders in the field of curriculum studies adopt a historical lens to map the negotiation, transfer, and confrontation of varied forms of cultural knowledge in curriculum studies and schooling. In doing so, they uniquely contextualize contemporary epistemes as historically embedded and politically produced and contest the unilateral logics of reason and thought which continue to dominate modern curriculum studies. Contesting the doxa of comparative reason, the politics of knowledge and identity, the making of twenty-first century educational subjects, and multiculturalism, this volume offers a relational onto-epistemic network as an alternative means to dissect and overcome epistemological colonialism. This text will benefit researchers, academics, and educators with an interest in curriculum studies as well as the study of international and comparative education. Those interested in post-colonial discourses and the philosophy of education will also benefit from the volume.

Cover -- Title -- Copyright -- Contents -- Preface -- Acknowledgments -- 1. Getting the Numbers Right: An Introduction -- Section I Numbers: A History of a Style of Reasoning -- 2. Politics by the Numbers -- 3. On the Contest of Lists and Their Governing Capacities: How 'Tax Havens' Became 'Secrecy Jurisdictions' -- 4. Time, Drawing, Testing: The Making Up of the Developmental Child and the Measuring of the Nation's Development -- 5. And the World Has Finally Been Made to Measure -- Section II The Field of Making of Data: Problematics of Assessment -- 6. Producing the 'Right Kind of People': The OECD Education Indicators in the 1960s -- 7. Standards: Normative, Interpretative, and Performative -- 8. International Assessments and Its Expertise Fabricating Expert Knowledge for Policy -- 9. The Implications of Understanding That PISA Is Simply Another Standardized Achievement Test -- Section III Large-Scale Assessment as the Production of Numbers -- 10. PISA as a Social Media Event: Powering the 'Logics of Competition' -- 11. Who Governs the Numbers?: The Framing of Educational Knowledge by TIMSS Research -- 12. OECD as a Site of Coproduction: The European Education Governance and the New Politics of 'Policy Mobilization' -- Section IV The Dissolution of the Science/Society Distinction -- 13. Statistics Reasoning, Governing Education and Making Differences as Kinds of People -- 14. Anticipating the Future Society: The Cultural Inscription of Numbers and International Large-Scale Assessment -- Index

How contemporary educational sciences became reasonable : the international emergence of educational sciences in the post-World War Two years / Thomas S. Popkewitz, Daniel Pettersson, and Kai-Jung Hsiao -- Science as "the beacon" for social change : the reason of systems in American educational research and development / Thomas S. Popkewitz -- Tactile pedagogies in the postwar : cybernetics, art, and the production of a new educational rationale / Inés Dussel -- Science as utopia : infrastructures, pedagogies and the prophecy of design / Junzi Huang -- Post-World War Two psychology, education and the creative child : fabricating differences / Catarina Silva Martins -- Objectification of human nature : "adolescent" as a taxonomy of postwar-Taiwan Actor / Kai-Jung Hsiao -- The development of the child and national progress : behaviorism and cultural deprivation in Brazil / Ana Laura Godinho Lima -- From teacher to teaching : the embrace of the systems in post-WWII American teacher education research / Sun Young Lee -- Diagrams of feedback : behaviorism, programmed instruction and cybernetic planning / Antti Saari -- From "threat" to "treat" : cybernetics in the Soviet Union / Tatiana Mikhaylova & Daniel Pettersson -- School differentiation and re-forming human kinds in Swedish welfare state education after the Second World War / Gun-Britt Wärvik, Sverker Lindblad, Daniel Pettersson and Caroline Runesdotter -- Quantification of an educational system : numbers in the social differentiation of Brazil / Natália de Lacerda Gil.

This book is a comparative history that explores the social, cultural, and political formation of the modern nation through the construction of public schooling. It asks how modern school systems arose in a variety of different republics and non-republics across four continents during the period from the late eighteenth century to the early twentieth century. The authors begin with the republican preoccupation with civic virtue - the need to overcome self-interest in order to take up the common interest - which requires a form of education that can produce individuals who are capable of self-guided rational action for the public good. They then ask how these educational preoccupations led to the emergence of modern school systems in a disparate array of national contexts, even those that were not republican.