Popkewitz considers some of the cul tural assumptions and political implica tions of teacher education. He also describes the relationship of reform to social and economic transformation, the logic of individualism, and the formation of professional ideologies. Further, he shows how these various dimensions give coherence and direction to contem porary educational practice. The author argues that professional schooling edu cates the individual to take for granted certain social and cultural assumptions of schooling. In order to explore the biases of professional discourse and practice, two dimensions of comparative study are provided: (a) the relationship of consciousness to social conditions, or how social history bears upon school ing; (b) the critical examination of social and educational life, which includes a description of how the interaction of people and institutions alters the mean ing of guiding theories and practices.
Get full access to this article
View all access options for this article.
References
1.
Apple, M. (1982). Education and power. Boston : Routledge and Kegan Paul.
2.
Borrowman, M. ( 1956). The liberal and the technical in teacher education . New York: Teachers College Press .
3.
Bourdieu, P., & Passeron, J. (1977). Reproduction in education, society and culture . Beverly Hills: Sage Publications .
4.
Braudel, P. (1979). The structure of everyday life, civilization and capitalism, 15th-18th Century, Vol. 1. (S. Reynolds, Trans.). New York: Harper and Row.
5.
Cherryholmes, C. (in press). Theory and practice: On the role of empirically based theory for critical practice. American Journal of Education.
6.
Durkheim, E. (1938/1977). The evolution of educational thought: Lectures on the formation and development of secondary education in France. P. Collins, trans. London: Routledge and Kagan Paul.
7.
Gilligan, C. (1982). In a different voice: Psychological theory and women's development. Cambridge: Harvard University Press.
8.
Ginsburg, M. (1985, April). Production, contradiction and conceptions of professionalism: The case of preservice teachers. Paper given at the American Educational Research Association Meeting, Chicago, IL.
9.
Gould, S. (1979). The mismeasure of man. New York: Norton.
10.
Heubner, D. (1966). Curriculuar language and classroom meanings. In J. MacDonald, & R. Leeper (Eds.), Language and meaning (pp. 8-26). Washington : Association for Supervision and Curriculum Development .
11.
Jackson, P. (1986). Life in the Classroom. New York: Holt, Rinehart and Winston.
12.
Joncich, G. (1986). The Sane Positivist, a Biography of Edward L. Thorndike. Middletown, CT: Wesleyan University Press.
13.
Joyce, B., & Cliff, R. (1984). The phoenix agenda: Essential reform in teacher education. Educational Researcher, 13 (14), 5-18.
14.
Kirst, M. (1984). The changing balance in state and local power to control education. Phi Delta Kappan, 66 (1), 189-191.
15.
LeGoff, J. (1980). Time, work and culture in the middle ages. (A. Goldhammer, Trans.)Chicago: University of Chicago Press.
16.
Lowe, D. (1982). History of bourgeois perception. Chicago: University of Chicago Press.
17.
Manuel, E., & Manuel, E. (1979). Utopian thought in the western world. Cambridge, MA: Harvard University Press.
18.
Marks, L. (1964). The machine in the garden: Technology and the pastoral image in America. New York: Oxford University Press.
19.
Mattingly, P. ( 1975). The classless profession. New York: New York University Press.
20.
MacPherson, X. (1962). The political theory of possessive individualism: Hobbes to Locke. New York: Oxford Press.
21.
Noble, D. (1977). American by design: Science technology and the rise of corporate capitalism. New York: Knopf.
22.
Popkewitz, T. (1982). The social/moral rise of occupational life: Teacher education in the Soviet Union. Journal of Teacher Education , 33 (3), 38-44.
23.
Popkewitz, T. (1983). The sociological bases for individual differences, the relation of the solitude to the crowd. In G. Fenstermacher and J. Goodlad (Eds.), Individual differences and the common curriculum. Chicago: National Society for the Study of Education .
24.
Popkewitz, T. (1984). Paradigm and ideology in educational research, the social functions of the intellectual. London and New York: Falmer Press.
25.
Popkewitz, T. (1985). Ideology and social formation in teacher education . Teaching and Teacher Education, 1 (2), 91-107.
26.
Popkewitz, T., Pitman, A., & Barry, A. (in press). Educational reform and its millennial quality: The 1980's . Journal of Curriculum Studies.
27.
Popkewitz, T., Tabachnick, B., & Wehlage, G. (1982). The myth of educational reform: A study of school responses to a program of change. Madison: University of Wisconsin Press.
28.
Popkewitz, T., Tabachnick, B., & Zeichner, K. (1979). Dulling the senses: Research in teacher education . Journal of Teacher Education, 30 (5), 52-60.
29.
Seldon, S. (in press). The capturing of science: The influence of eugenics on education. London: Routledge and Kegan Paul.
30.
Silva, E., & Slaughter, S. (1984). Serving power: The making of the academic social science expert. Westport, CT: Greenwood Press.
31.
Westbury, I. (1984). A nation at risk. Journal of Curriculum Studies, 4, 431-445.
