Gates of Hell
From Chapter 2
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The book explores the idea that practical and useful knowledge changes over time, and shows how this knowledge has been (re)visioned in contemporary research on educational reform, instructional improvement, and professionalization. The study of science draws on a range of social and cultural theories and historical studies to understand the politics of science, as well as scientific knowledge that is concerned with social and educational change. Research hopes to change social conditions to create a better life, and to shape people whose conduct embodies these valued characteristics—the good citizen, parent, or worker. Yet this hope continually articulates the dangers that threaten this future. Thomas Popkewitz explores how the research to correct social wrongs is paradoxically entangled with the inscription of differences that ultimately hamper the efforts to include.
From Chapter 2
Fig. 1. Auguste Rodin’s The Gates of Hell. Photo courtesy of David Labaree, Stanford University.
From Chapter 2
Fig. 2. Auguste Rodin’s The Thinker (Le Penseur).
Fig. 3. Robert Fludd’s Vision of the Triple Soul in the Body, of This World and the Other (1619). Reprinted by permission from Tankens Bilder, Utställningen ingår I Programmet för Stockholm—Europas Kulturhuvudstad 1998. Lokal Programmarrangör Folkuniversitetet.
From Chapter 7
Fig. 4. Major components of Individually Guided Education. Reprinted from Individually Guided Elementary Education: Concepts and Practices (Klausmeier 1977b, 11).
From Chapter 7
Fig. 5. Instructional programming model in IGE. Reprinted from Individually Guided Elementary Education: Concepts and Practices (Klausmeier 1977b, 16).
From Chapter 7
Fig. 6. Multiunit organization of an IGE school of 400–600 students. Reprinted from Individually Guided Elementary Education: Concepts and Practices (Klausmeier 1977b, 12).
From Chapter 8
Fig. 7. The OECD-Sweden Education Policy Review. Reprinted from The OECD-Sweden Education Policy Review: Main Issues and Next Steps (Pont et al. 2014, 2). Reprinted by permission of the OECD.
From Chapter 8
Fig. 8. The OECD Education Policy Review Process: Sweden. Reprinted from The OECD-Sweden Education Policy Review. Main Issues and Next Steps (Pont et al. 2014, 3). Reprinted by permission of the OECD.
From Chapter 8
Fig. 9. Percentage of 15-year-old students performing at PISA mathematics literacy profi-ciency levels 5 and above and below level 2. Reprinted from Performance of U.S. 15-Year-Old Students in Mathematics, Science, and Reading Literacy in an International Context—First Look at PISA 2012 (Kelly et al. 2013, 14). Reprinted by permission of the National Center for Education Statistics.
From Chapter 8
Fig. 10. Sustained improvers and promising starts. Exhibit from “How the World’s Most Improved School Systems Keep Getting Better.” November 2010, McKinsey Company, www.mckinsey.com. Copyright © 2019 McKinsey Company. Reprinted by permission.
Fig. 11. Student truancy reported by 15-year-old students and principals 2012, PISA. From The OECD-Sweden Education Policy Review. Main Issues and Next Steps (Pont et al. 2014, 3). Reprinted by permission of the OECD.
From Chapter 9
Fig. 12. Cycle of enactment and investigation. From “Keeping It Complex: Using Rehearsals to Support Novice Teacher Learning of Ambitious Teaching,” by Lampert et al. 2013, 229. Copyright © 2013 by American Association of Colleges for Teacher Education. Reprinted by permission of SAGE Publications, Inc.