75.016 - Historicizing the Present: Logics of Knowledge and Constructions of School Subjects in the Modern Era

Session Type: Symposium

Abstract

The objective of the session is to discuss the reasoning of scientific discourses circulating in international education systems. We examine how the knowledge and rationalities of modern school reforms make the student, teacher, and curriculum into objects of governing and change. Through historicizing early twentieth-century discourses in Korea, the U.S., Taiwan, and Puerto Rico, we analyze the emergence of notions taken as common sense: the professional development of the teacher, the use of data to differentiate instruction, the need to modernize education, and the child as agent of change. This historical and philosophical approach to curriculum will address how scientific discourses travel and transform in distinct cultural conditions, and how they inform present-day concerns about equity and justice in education.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 5: Historical, Philosophical, and (Inter) Disciplinary Knowledges

Chair

• Thomas S. Popkewitz, University of Wisconsin

Papers

• 21st-Century Knowledge Worker: Historicizing the Making of Teachers as Professionals in South Korea - Ji-Hye Kim, University of Wisconsin - Madison

• General Science: Making Different "Kinds" of Students in Need of Different Kinds of Science Education - Kathryn Lewkowicz Kirchgasler, University of Wisconsin - Madison

• Assemblages of Western Modernity and Chinese Classic Learning: Styles of Reason in Taiwan's Educational History - Chen-Ju Liu, University of Wisconsin - Madison

• Constructing Difference in Puerto Rican Education at the Turn of the 20th Century - Bethsaida Nieves, University of Wisconsin - Madison

Discussants

• Noah W. Sobe, Loyola University Chicago

• Daniel Troehler, The University of Luxembourg