This series brings together innovative and cutting-edge interdisciplinary studies that focus on "reason" or the language of school reforms, curriculum, teacher education and educational research. It engages in alternative approaches regarding the politics of school knowledge, languages, academic research and the problem of studying change. The series critically examines and gives historical specificity to what is given as natural in the everyday life of schooling and its research, and considers the cultural practices of how life is to be lived, its spaces of inclusion and exclusion, the shaping of boundaries, and possibilities of the future. With these orientations, the series welcomes proposals concerned with the materiality of knowledge, and those that explore central issues of our time in school and social change beyond those framed within the provincial borders of the nation.
By Weili Zhao
June 20, 2018
With a focus on the role of discourse and language in education, this book examines China’s educational reform from an original perspective that avoids mapping on Westernized educational sensibilities to a Chinese environment. Zhao untangles the tradition-modernity division expressed in China’s ...
By Jennifer Diaz
October 03, 2017
While many accept that math is a universal, culturally indifferent subject in school, this book demonstrates that this is anything but true. Building off of a historically conscious understanding of school reform, Diaz makes the case that the language of mathematics, and the symbols through which ...
By Thomas Popkewitz
June 30, 2017
Challenging conventional ways of thinking about school reforms and teacher education, this book analyses how the "knowledge systems" which organize how teachers’ observe, supervise, and evaluate children produces norms that have the effect of excluding children who are poor and of color. Building ...
By Rebekka Horlacher
May 18, 2017
German education plays a huge role in the development of education sciences and modern universities internationally. It is influenced by the educational concept of Bildung, which defines Germany ‘s theoretical and curricular ventures. This concept is famously untranslatable into other languages and...
By Daniel Friedrich
November 18, 2016
By repositioning democratic education not as something that can be achieved by following a certain, proven process, but as an inherently paradoxical enterprise in its dealings with the tension between schooling as the intentional production of citizens and the uncertainties of democracy, an ...