Historical Sociologies of Knowledge, Science, and Modernity, Volume 1

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 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 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.

• Prelude: How Science Creates and Loses Sight: The Desire in Making Kinds of People 1. Historical Sociologies of Knowledge: The Human Sciences & The Political of Modernity Section I: Historicizing the Human Sciences: Knowledge as Agential 2. The Human and Education Sciences: A Historical Odyssey of an Actor on Social Life 3. Problematizing/Historicizing Theory-Practice as a Scientific (Dis)Ordering in China’s Educational Knowledge (Re)Production 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) Section II: Scientific Infrastructures: Making Human Kinds and Spaces of Action 5. Cutting the World, Wanting the Cut: Materially Enacted Ideology in Educational Research 6. Metrological Conventions in Education and the Construction of Knowledge Borrowed from the Sciences of Health and Medicine 7. The Sketch and The Double Entry Journal: A Social Epistemology of Notational Practices and the Scientificity of Secondary Writing Assessment 8. The Emergence of Rankings in the IEA’s Mathematics and Science Reports, 1967–2023 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 10. Fabricating Diversity through the Scientific Production of Difference in South Korean Education 11. Comparative Studies, International Assessments, and Phantasmagrams: Projections of Kinds of People