Historical Sociologies of Knowledge, Science, and Modernity, Volume 2
Visual Cultures and Affective Economies in Education
1st Edition
Will be published approx. on 19. October 2026
Book
Hardback
242 pages
978-1-032-95419-6 (ISBN)
Description
This edited collection offers an exploration and critical reassessment of the sciences in educational research, foregrounding its agential and material qualities rather than treating it as a neutral instrument of knowledge. Addressing the enduring allure of research as expertise and of science as an elixir for enabling the good life, the book examines a distinctive form of activism within modernity and challenges the ahistorical assumptions that often frame the practices of the human sciences.
The two volumes comprise original historical and sociological studies by international scholars who examine the infrastructures of ideas, theories, methods, and technologies through which scientific knowledge is produced. Across a wide range of educational contexts, the authors interrogate how science operates performatively, shaping norms, subjectivities, and modes of governance. Part of a two-volume series, Volume Two, Visual Cultures and Affective Economies in Education gives attention to science as projection that sustains norms of anticipated potentialities that compare different kinds of people; and how these projections travel and settle in different historical spaces.
It will appeal to scholars and researchers across interdisciplinary fields including sociology of education, sociology of knowledge, historical sociology, political philosophy, educational policy, comparative and international education, and transnational studies.
The two volumes comprise original historical and sociological studies by international scholars who examine the infrastructures of ideas, theories, methods, and technologies through which scientific knowledge is produced. Across a wide range of educational contexts, the authors interrogate how science operates performatively, shaping norms, subjectivities, and modes of governance. Part of a two-volume series, Volume Two, Visual Cultures and Affective Economies in Education gives attention to science as projection that sustains norms of anticipated potentialities that compare different kinds of people; and how these projections travel and settle in different historical spaces.
It will appeal to scholars and researchers across interdisciplinary fields including sociology of education, sociology of knowledge, historical sociology, political philosophy, educational policy, comparative and international education, and transnational studies.
More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Professional and scholarly
Academic and Postgraduate
Illustrations
26 s/w Abbildungen, 8 s/w Photographien bzw. Rasterbilder, 18 s/w Zeichnungen
18 Line drawings, black and white; 8 Halftones, black and white; 26 Illustrations, black and white
Dimensions
Height: 234 mm
Width: 156 mm
ISBN-13
978-1-032-95419-6 (9781032954196)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Thomas S. Popkewitz is Professor at the Department of Curriculum and Instruction at the University of Wisconsin-Madison, USA. His research concerns the political and cultural politics of education knowledge, viewing schooling and research as practices that create kinds of people and that distribute differences.
Elin Sundstroem Sjoedin is a senior lecturer in Swedish at Maelardalen University, Sweden. In her research, she examines the constructions of reading as a public and educational problem within research, public discourse, policy, and educational practice and the inclusions and exclusions they enact.
Chushan Wu is a researcher and writer based at the University of Wisconsin-Madison, with a particular focus on "post-" theories, affect theory, and visual culture studies. Her works critically reexamine the systems of knowledge and reasoning in education through which difference and exclusion are produced.
Ji Hyun Hwang is a lecturer at the University of Wisconsin-Milwaukee, USA. Her research concerns the production of difference and diversity in curriculum, educational knowledge, and schooling, with particular attention to multicultural education, visual culture, and racialization.
Elin Sundstroem Sjoedin is a senior lecturer in Swedish at Maelardalen University, Sweden. In her research, she examines the constructions of reading as a public and educational problem within research, public discourse, policy, and educational practice and the inclusions and exclusions they enact.
Chushan Wu is a researcher and writer based at the University of Wisconsin-Madison, with a particular focus on "post-" theories, affect theory, and visual culture studies. Her works critically reexamine the systems of knowledge and reasoning in education through which difference and exclusion are produced.
Ji Hyun Hwang is a lecturer at the University of Wisconsin-Milwaukee, USA. Her research concerns the production of difference and diversity in curriculum, educational knowledge, and schooling, with particular attention to multicultural education, visual culture, and racialization.
Content
Prelude: How Science Creates and Loses Sight: The Desire in Making Kinds of People 1. Historical Sociologies of Knowledge: The Human Sciences & The Political of Modernity Section I: Historicizing the Human Sciences: Knowledge as Agential 2. Making the Playful Self: The Affective Governmentality of Joy in the Psychologies of Children's Play 3. From Feral Children to Child Study: How Student Experience Became a Scientific Object 4. The Double Bind of Science and Art: Techno-Pedagogical Assemblage of Creativity and the Desire for Aesthetic Life Section II: Visual Cultures: Making School Science, the Learner and Teacher as Kinds of People 5. (Re)Situating Problem-solving: Performative Phantasmagrams of Crisis in US STEM Education Reform 6. Beauty in Bloom: Taxonomies and the Visual Order of Scientific Knowledge 7. Observation as Scientific Practice? Ocularcentrism and the Social Desire to Scientize Teaching and Teacher Education Section III: Traveling Libraries and Settlements: De/Reterritorializing of Knowledge 8. Baroque Mathematics in the 17th Century: Polyphonic Music, Comet Trajectories, and Sunflower Clocks 9. Social Scientific Expertise and Post-war Adolescence: International Diagnoses and Local Adjustments 10. From Science to Rules in Academic Performance: School Grades and the Production of the Good Learner in 20th-Century Argentina 11. The Fiction of Scientific Numbers: Numberfication and the Reading Crisis in Sweden