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- Lindblad, Sverker, 1946, et al.
(author)
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Os poderes comparativos dos números e o conhecimento antecipado do número na educação
- 2020
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In: Curriculo sem Fronteiras. - : Curriculo sem Fronteiras. - 1645-1384. ; 20:1, s. 9-22
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Journal article (peer-reviewed)abstract
- This article presents notes on the role of numbers in the construction of subjects, schools and educational policies, also about what they are and what they should be. Understanding numbers as social constructions, a type of socially validated language based on scientific studies, reflections are raised on how numbers catalyze objective and subjective restructuringin educational systems and in their subjects, in a global perspective, due to large-scale international assessments. Numbers enabled new paradigms of comparison between national school systems, which are no longer focused on comprehensive aspects, to emphasize competitive and hierarchical aspects, such as large-scale international assessmentsand the numbers that they provide give new senses for what education is and what it should be. © 2020 Curriculo sem Fronteiras. All rights reserved.
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- Petersson, Kenneth, et al.
(author)
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Nostalgia, the future, and the past as pedagogical technologies
- 2007
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In: Discourse. Studies in the Cultural Politics of Education. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 28:1, s. 49-67
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Research review (peer-reviewed)abstract
- This article provides a genealogical perspective on narratives about the past and the future as governmental discourses in teacher education, public health, and criminal justice in Sweden. Contemporary governmental strategies bring nostalgic memories of the past and visions and fears about the future back to life in the present. The past (history) is a technology of the present to re-memorialize who "we" are and have been. The future is a spatial concept, a technology to shape and nurture the "future oriented" subject bent on the pursuit of lifelong learning. The notions of history and future in the construction of the lifelong learner function to link and harmonize the interest of the individual with that of society. As technologies of government these are not new. Similar technologies were operating in the discourses about the future, society, and the citizen in the first part of the 20th century. What is new is the particular capabilities and capacities of the individual as an agent of the future and the collective principles in which life is lived. © 2007 Taylor & Francis.
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- Popkewitz, T. S., et al.
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Statistics reasoning and its “acting” in educational policy
- 2020
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In: Handbook of Education Policy Studies. Fan G., Popkewitz T. (eds). - Singapore : Springer. - 9789811383472 ; , s. 381-398
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Book chapter (other academic/artistic)abstract
- In an important book about numbers and social affairs, Theodore Porter (1995) begins by asking: “How are we to account for the prestige and power of quantitative methods in the modern world? How is it that what was used for studying stars, molecules and cells would have attraction for human societies?" To consider these questions, Porter continues that only a small proportion of numbers or quantitative expressions have any pretence of describing laws of nature or “even of providing complete and accurate descriptions of the eternal world” (Porter 1995: viii-ix). Numbers, he argues, are parts of systems of communication whose technologies create distances from phenomena by appearing to summarize complex events and transactions. The objectivity of numbers appears as mechanical, following a priori rules that project fairness and impartiality, numbers are seen as excluding judgment and mitigating subjectivity. © The Editor(s) (if applicable) and The Author(s) 2020.
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