Bringing together the sociology of knowledge, cultural studies, and post-foundational and historical approaches, this book asks what schooling does, and what are its limits and dangers. The focus is on how the systems of reason that govern schooling embody historically generated rules and standards about what is talked about, thought, and acted on; about the "nature" of children; about the practices and paradoxes of educational reform. These systems of reason are examined to consider issues of power, the political, and social exclusion. The transnational perspectives interrelate historical and ethnographic studies of the modern school to explore how curriculum is translated through social and cognitive psychologies that make up the subjects of schooling, and how educational sciences "act" to order and divide what is deemed possible to think and do. The central argument is that taken-for-granted notions of educational change and research paradoxically produce differences that simultaneously include and exclude.

part |21 pages


part I|62 pages

Schooling as Fabricating Human Kinds

chapter 4|16 pages

The Traveling of PISA

Fabricating the Korean Global Citizen and the Reason of Reforms

chapter 5|16 pages

Feeling Progressive

Historicizing Affect in Education 1

part II|60 pages

The Alchemy

chapter 6|16 pages

Scientific Americans

Historicizing the Making of Differencein Early 20 th -Century U.S. Science Education 1

chapter 7|14 pages

From Scribbles to Details

The Invention of Stages of Development in Drawing and the Government of the Child

part III|63 pages

The Double Gestures of Educational Reform

chapter 10|16 pages

New Mathematics

A Tool for Living the Modern Life, Making the Mathematical Citizen, and the Problem of Disadvantage

chapter 11|14 pages

The End of the World and a Promise of Happiness

Environmental Education within the Cultural Politics of Emotions

chapter 12|16 pages

The Double Gestures of Schooling

The Historical Permutations of the “Problem” Student

chapter 13|15 pages

Untangling the Reasoning of China’s National Teacher Training Curriculum

Confucian Thesis, Modern Epistemology, and Difference

part IV|50 pages

Research as an “Actor” and the Political

chapter 14|17 pages

Technique of Freedom

Representing the School Class as a Social Order

chapter 15|16 pages

The Perils of “Actionable Insights”

Educational Research and the Making of Difference

chapter 16|15 pages

The Sociology of Education and the History of the Present

Designing Agency/Fabricating Difference 1