Schooling and the Making of Citizens in the Long Nineteenth Century

Tröhler, Daniel; Popkewitz, Thomas S.; Labaree, David F.

doi:10.4324/9780203818053

Cited by 66 publications

(30 citation statements)

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“…The double gestures embodied in the 'reason' about child growth and development, however, is not merely that of the science. The principles generated are assembled in a grid that includes values of American republicanism and cosmopolitan notions about agency that connect with Protestant salvation themes about 'true morality', among others (Trö hler, Popkewitz, & Labaree, 2011).…”

Section: T Popkewitzmentioning

confidence: 99%

The sociology of education as the history of the present: fabrication, difference and abjection

Popkewitz

2013

Discourse: Studies in the Cultural Politics of Education

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The paper explores the fabrications of human kinds in pedagogical research. It examines the social and psychological sciences of education as producing independent spaces for the study of people in order to act on them and as a cultural thesis for people to act for themselves. Further, it explores the principles generated about who the child is and should be. It is argued that the making of human kinds embodies particular historically generated modes of representing the possibilities of life; and these modes function to divide, differentiate and abject particular qualities of people and populations into unlivable spaces. This comparativeness produces inequality as it strives for equality. The analysis engages educational studies in a conversation with history, philosophy, political and cultural studies that draw on particular European studies brought into the US to challenge its philosophical, analytical and social/psychological traditions.

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Section: T Popkewitzmentioning

confidence: 99%

The sociology of education as the history of the present: fabrication, difference and abjection

Popkewitz

2013

Discourse: Studies in the Cultural Politics of Education

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“…Without a shift within the US curriculum debate called the 'reconceptualist movement', with its attempt to 'understand, not just implement or evaluate, the curriculum' (Pinar, 1999: xiv), connecting to other parts of the world would have been difficult, whereby the quest to 'understand' was directed towards an understanding of a cultural construction that includes particular visions of the child, the (ideal) social order and the (ideal) citizens. Due in particular to its international focus, the 'reconceptualist' discussion was less engaged in advocating and more engaged in critical analysis of curriculum (Apple, 1979;Popkewitz, 1991Popkewitz, , 2009Popkewitz, , 2013Popkewitz et al, 2001;Pinar, 2006Pinar, , 2014Tröhler et al, 2011). This current international analytical-critical movement in curriculum research serves as the frame of this article, which deals essentially with two major aspects: the historiographic challenge between the national and the global, and the twopart team of constitution and curriculum.…”

Section: Introductionmentioning

confidence: 99%

Curriculum history or the educational construction of Europe in the long nineteenth century

Tröhler

2016

European Educational Research Journal

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Although it is generally acknowledged that the building of mass schooling systems must be considered in close relation to the emerging nation-states of the long 19th century, few published studies discuss the interrelation between the actual foundation of the (nation-) states and the introduction of the modern school. This article examines the role that constitutions play in the construction of national citizens as an expression of a particular cultural understanding of a political entity, and then discusses European examples, indicating how the particular constitutional construction of the citizens of European countries almost immediately triggered the need to create new school laws designed to organize the actual implementation of the constitutionally created citizens. The focus is on the specific need to 'make' loyal citizens by creating the symbiosis between the nation and the constitutional state and by emphasizing the cultural differences between the individual nation-states and their overall curricula. The article concludes with a formulation of research desiderata which envision a transnational curriculum history that is emancipated from both national and global research agendas, enabling a European education history that respects cultural distinctions rather than levelling them into one grand narrative.

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“…La construcción de la nación y la creación del ciudadano moderno en gran medida fueron consideradas un proyecto educacional (Tröhler, Popkewitz, Labaree, 2011) en cuyo contexto surgió la educación como una disciplina académica (Lagemann, 2000).…”

Section: Introductionunclassified

Del pasado al futuro: cambio de agendas en la educación docente entre los siglos XIX y XXI

Rohstock¹,

Tröhler²

2012

Encounters

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Schooling and the Making of Citizens in the Long Nineteenth Century

Cited by 66 publications

References 0 publications

The sociology of education as the history of the present: fabrication, difference and abjection

The sociology of education as the history of the present: fabrication, difference and abjection

Curriculum history or the educational construction of Europe in the long nineteenth century

Del pasado al futuro: cambio de agendas en la educación docente entre los siglos XIX y XXI

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