Open lectures: Professor Thomas Popkewitz and Professor Daniel Tröhler

Join us for the open lectures with Professor Thomas Popkewitz (University of Wisconsin-Madison) and Professor Daniel Tröhler (University of Luxembourg) March 16th and 17th.

The study of the present and the planning for the future:
The impracticality of “useful” and “practical knowledge”

by Professor Thomas Popkewitz, University of Wisconsin

March 16th at 09.30 – 11.30 AM and 12.30 – 2.45 PM,
Room 231, Helga Engs hus, University of Oslo

 

In the first lecture Thomas Popkewitz explores the historical question: how it is possible to think about teacher and student practices as objects of change?   He explores how

Professor Thomas Popkewitz. Photo: private.

19th century social and education sciences emerge as social projects that focus on the practices of everyday life to change the child, family and community.   The changing of people, however, has paradoxes. The efforts to change people entail double gestures.  The hope of producing the cosmopolitan child in education functions simultaneously to exclude and abject.

In the second lecture Thomas Popkewitz looks at the paradox of current research about “practice” and “useful” knowledge in research on teacher practices and international assessments of student performance (OECD and McKinsey & Company models of school change).   While the research programs operate at micro and macro levels of school systems, he explores their overlapping principles about practical knowledge and teacher practices as impractical to the social commitments of schooling.  Impractical as (a) the research conserves the very contemporaneous frameworks to be changed, and (b) its inscribes a hierarchy of values that divide and produce inequity rather than equity.

 

Curriculum History in Europe – a Historiographic Added Value in the History of Education

By Professor Daniel Tröhler, University of Luxembourg

March 17th at 09.20 – 11.30 AM,
Room 232, Helga Engs hus, University of Oslo

 

Although it is generally acknowledged that the erection of the mass school systems has to be seen in close relation to the emerging nation-states of the (very late) eighteenth

Professor Daniel Tröhler. Photo: Laurent Henn/ Luxembourg

century and mainly the nineteenth century, rather few published studies discuss the interrelation between the actual foundation of the (nation-) states and the erection of the modern school systems. Professor Tröhler examines the role that constitutions play in the construction of the national citizens as expression of a particular cultural understanding of a political entity, and then discusses European examples indicating how European countries’ particular constitutional construction of the citizens almost immediately triggered the need to create new school laws designed to organize the actual implementation of the constitutionally created citizens.

The focus is on the specific curricular need to ‘make’ loyal citizens by creating the symbiosis between the nation and the constitutional state, and by emphasizing the cultural differences between the individual nation states and their overall curriculum. Tröhler ends in formulating research desiderata that envision transnational curriculum history as an academic field that is emancipated from both national and global research agendas.

 

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The lectures are part of the PhD course UV9359 - Curriculum, Governance and Change: Between Pasts and Futures.

Organiser: NATED (National graduate School in Educational Research) track 3, in cooperation with the research group CLEG, the Department of Teacher Education and School Research, and the Department of Education at the University of Oslo.

 

Published Feb. 12, 2016 4:20 PM - Last modified Feb. 24, 2016 3:28 PM