|About the Book|
What constitutes reform? What are its changing meanings over time? How are these meanings produced as a part of power relations? Thomas S. Popkewitz pursues these questions in A Political Sociology of Educational Reform: Power/Knowledge in Teaching, Teacher Education and Research. He investigates the discourse of contemporary educational reform from a thematic, rather than a chronological, perspective of 19th- and 20th-century history. Focusing on institutional practices in numerous areas of education, he explores the relationship of power and knowledge in the development of these practices.The book begins with an examination of the central conceptual and historical issues in the study of educational change and then reviews how the three contemporary terms of reform, professionalization and science came to be objects of schooling in the 19th and early 20th centuries. Popkewitz next considers the ecology of the reform movement of the 1980s through a redefinition of these terms in the context of power relations. Finally, he relates theories of change to the roles of the educational researcher in social and reform movements.This book is recommended as a main or supplemental text in graduate or postgraduate courses in educational history, foundations, sociology, curriculum theory, and reform.