Historical Sociologies of Knowledge, Science, and Modernity, Volume 2 Visual Cultures and Affective Economies in Education

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

Thomas S. Popkewitz, Elin Sundström Sjödin, Ji Hyun Hwang, & Chushan Wu

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

Thomas S. Popkewitz, Elin Sundström Sjödin, Chushan Wu, & Ji Hyun Hwang

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

Chushan Wu

3. From Feral Children to Child Study: How Student Experience Became a Scientific Object

Jais Brohinsky

4. The Double Bind of Science and Art: Techno-Pedagogical Assemblage of Creativity and the Desire for Aesthetic Life

Wiktoria Szawiel & Ana Luísa Paz

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

Lei Zheng

6. Beauty in Bloom: Taxonomies and the Visual Order of Scientific Knowledge

Tatiana Mikhaylova & Daniel Pettersson

7. Observation as Scientific Practice? Ocularcentrism and the Social Desire to Scientize Teaching and Teacher Education

Sun Young Lee

Section III: Traveling Libraries and Settlements: De/Reterritorializing of Knowledge

8. Baroque Mathematics in the 17^th Century: Polyphonic Music, Comet Trajectories, and Sunflower Clocks

Elizabeth de Freitas & Nathalie Sinclair          

9. Social Scientific Expertise and Post-war Adolescence: International Diagnoses and Local Adjustments

Julie McLeod

10. From Science to Rules in Academic Performance: School Grades and the Production of the Good Learner in 20th-Century Argentina

Inés Dussel & Federico Williams

11. The Fiction of Scientific Numbers: Numberfication and the Reading Crisis in Sweden

Elin Sundström Sjödin

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.

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.