The Expertise of Teacher Professionalism and the Coloniality of Its Global Knowledge

• In Event: Multiple modernities from the South to the North: history of the present, cultural differences and social pathologies.

Proposal

There is a desire of modernity of science in the designs of the expertise of teacher professional knowledge. That desire is the enduring hope that research - its rules, standards, and distinctions- will identify the pathways for changing social conditions that produces the kinds of people whose potentialities make possible the imagined better life.
The activism of science is epistemic. It forms of knowledge generate desires to activate human potentialities was embodied in the disciplinary formation of the social and psychological sciences related to schooling and teacher during the 19th century. It is (re)visioned in contemporary teacher education research related to professionalization. Both discussed in this paper.
This discussion views the past and present as having political valences through science generating patterns of recognition and expectations. The political valences are what Jacque Rancière calls “the partition of the sensible” explored in the ordering and classifying pedagogy, curriculum, teaching, and assessments in teacher education. The knowledge of research are viewed as projection systems of images and narratives that compare kinds of people for the anticipated future. Like the magic lanterns of the 17th century, the projections of the teacher and child are phantasmagrams of imagined kinds of people, taken as real that compare, differentiate and distribute differences.
The communication explores how ‘the reason” of teaching methods are translations of disciplinary fields of knowledge that connect with psychologies and sociologies of the children to form the expert knowledge of the professional teacher. It further explores that knowledge affectively as double gestures; the gesturie of the hope of activating the potentialities of the good life that simultaneously embodies gestures of differences about the dangers and dangerous populations to that hope.

References

Fan, G., & Popkewitz, T. S. (2020). Handbook of education policy studies. Springer Nature.
Popkewitz, T. S. (2022). International assessments as the comparative desires and the distributions of differences: infrastructures and coloniality. Discourse: Studies in the Cultural Politics of Education, 43(3), 460-482.
Popkewitz, T. S. (2022). Comparative reasoning, fabrication, and international education assessments: Desires about nations, society, and populations. International Journal of Educational Research, 112, 101940.

Author

• Thomas S Popkewitz, Uinversity of Wisconsin-Madison