Edwin & Phyllis

in Studies in Philosophy and Education (2011), 30(5), 463-469

Edwin, a person contemplating a career in teaching, has a conversation with Phyllis, a teacher and amateur theorist, about reasons to become a teacher.

New and improved educationalising: Faster, more powerful, and longer lasting

in Ethics and Education (2008), 3(1), 15-26

This paper is a historical and critical analysis of changes in features of educationalisation focusing on how educationalisation has been characterised over time by a peculiar interweaving of knowledge ... [more ▼]

This paper is a historical and critical analysis of changes in features of educationalisation focusing on how educationalisation has been characterised over time by a peculiar interweaving of knowledge and social reform. The history of the American Social Science Association provides a backdrop; drawing on the theories of Deleuze, this paper highlights historical differences between previous and current educationalisation features in research and schooling. Building on the Deleuzian analysis, the paper then examines characteristics of Problem-based Learning, as an example of educationalisation, in so far as it casts education as an engineering task. The paper concludes with a critical analysis of norm-referenced standards in educational research and schooling, questioning the relationship between education and empowerment. [less ▲]

Governance and Accountability in the Michigan Partnership for New Education : Reconstructing Democratic Participation

in Franklin, Barry M.; Bloch, Marianne N.; Popkewitz, Thomas (Eds.) Educational partnerships and the state: The paradoxes of governing schools, children, and families (2003)

Réflexion des enseignants dans un palais des mirroirs: Reflets politiques et épistémologiques.

in Recherche et Formation (2001), 38

In the first section, the paper examines the meanings of reflection in United States teacher education discourse by analyzing some of the contributing factors that make reflection seem like a desirable ... [more ▼]

In the first section, the paper examines the meanings of reflection in United States teacher education discourse by analyzing some of the contributing factors that make reflection seem like a desirable and reasonable practice for teachers. It traces the genealogy of reflection in teacher education by seeking the conditions of its emergence in discourse, and looking for the traditions, conventions and assumptions that buttress the appeal of reflection as an "academic virtue and source of privileged knowledge". After tracing the conditions for the emergence of reflection in teacher education discourse, the paper critiques the political consequences of some commonplace reflective practices. [less ▲]

What is it impossible to think? A genealogy of the educated subject

in Popkewitz, Thomas; Brennan, Marie (Eds.) Foucault's challenge: Discourse, knowledge and power in education (1998)