By Thomas S. Popkewitz
The writer investigates the discourse of latest academic reform utilizing a thematic point of view (rather than a chronological one) of nineteenth- and 20th-century historical past. The publication starts with an exam of the principal conceptual and historic matters within the examine of academic swap.
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Additional resources for A Political Sociology of Educational Reform: Power/Knowledge in Teaching, Teacher Education, and Research
Fip~d ]:)y an em~rging relation between the church and the ruling sovereigns. lld sta_te. r:iculu,rp. itself was to foster an inquisitiveness that would later challenge the very relations that the curriculum was to legitimate (Durkheim, 1938/1977). The Baroque period did not span an easily identifiable time frame or era; there was r:tot a singular or specific shift in the poJitical, economiC, or cultural elements of the society. What has come to be recog" nized as Baroque developed at differing rates across Europe and, with some ·autonomy, within different institutions.
Pedagogy is one form of this soCial regulation that ties the citizen to the state. The power that underlies the processes of governance is twofold: It is the ability to assign or reassign meaning and practice to the organization of social affairs. Typically, this notion of power has assumed a sovereignty in which certain interests and social actors emerge to give direction to current practices. As power relates to the state, there is a Power, Knowledge, and Schooling 43 concern with who rules and how that rule is exercised (Torres, 1989).
A central assumptjon in the practices of reform is the epistemology of the European Enlightenment (Foucault, 1973). Beginning in tl}e 17th century, there was a shift from a classical view in which the word was representative of the object to a world in which people could reflect land be self-con$cious about their historical conditions. A view of change occurred that tied progress to reason, and self-c;riticism and systematic human intervention to social institutions. The new sets of relations between knowledge and social practice inhered in a variety of social relations.