Historical Sociologies of Knowledge, Science, and Modernity, Volume 1 Infrastructures, Differences, and Space of Action in Education

Prelude: How Science Creates and Loses Sight: The Desire in Making Kinds of People

Thomas S. Popkewitz et al.

1. Historical Sociologies of Knowledge: The Human Sciences & The Political of Modernity

Thomas S. Popkewitz et al.

Section I: Historicizing the Human Sciences: Knowledge as Agential

2. The Human and Education Sciences: A Historical Odyssey of an Actor on Social Life

Thomas S. Popkewitz & Junzi Huang

3. Problematizing/Historicizing Theory-Practice as a Scientific (Dis)Ordering in China’s Educational Knowledge (Re)Production

Weili Zhao

4. Foucault, Deleuze and Rancière at Vincennes: Philosophy and the Human/Social Sciences as Practices of Self-Constitution of the Subject of Knowledge (1968–1980) 

Tomás Vallera & Jorge Ramos do Ó

Section II: Scientific Infrastructures: Making Human Kinds and Spaces of Action

5. Cutting the World, Wanting the Cut: Materially Enacted Ideology in Educational Research

Melissa Andrade-Molina

6. Metrological Conventions in Education and the Construction of Knowledge Borrowed from the Sciences of Health and Medicine 

Romuald Normand

7. The Sketch and The Double Entry Journal: A Social Epistemology of Notational Practices and the Scientificity of Secondary Writing Assessment 

David Lee Carlson 

8. The Emergence of Rankings in the IEA’s Mathematics and Science Reports, 1967–2023 

Emma Vikström & Sophie Winkler           

Section III: Science, Comparing and Distributing Differences: The Double Gestures of Hopes and Fears

9. Research on the STEM Pipeline and the Production of the New Race (Wo)man

Erika C. Bullock

10. Fabricating Diversity through the Scientific Production of Difference in South Korean Education

Ji Hyun Hwang

11. Comparative Studies, International Assessments, and Phantasmagrams: Projections of Kinds of People

Thomas S. Popkewitz, Chushan Wu, & Lingling Zang

Biography

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 Sundström Sjödin is a senior lecturer in Swedish at Mälardalen 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.

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.

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.