Thomas S. Popkewitz is Professor of Curriculum and Instruction at the University of Wisconsin-Madison.

CHAPTER ONE: COSMOPOLITANISM: AN OBJECT OF STUDY CHAPTER 2: THE REASON IN QUESTION: COSMOPOLITANISM AND ITS DOUBLE GESTURES PART ONE: TURN OF THE 20TH CENTURY REFORMS, THE UNFINISHED COSMOPOLITAN AND SCIENCES OF EDUCATION CHAPTER 3: COSMOPOLITANISM, AMERICAN EXCEPTIONALISM, AND THE MAKING OF SCHOOLING COSMOPOLITANISM, AMERICAN EXCEPTIONALISM, AND INVENTING THE SELF CHAPTER 4: THE SCIENCES OF PEDAGOGY IN THE DESIGNING THE FUTURE CHAPTER 5: EDUCATIONAL SOCIOLOGY AND PSYCHOLOGY: CALCULATING AGENCY AND ORDERING COMMUNITY SOCIOLOGY AND SOCIAL PSYCHOLOGY: URBANIZING THE PASTORAL "COMMUNITY" IN GOVERNING THE FAMILY AND CHILD CHAPTER SIX: THE ALCHEMY OF SCHOOL SUBJECTS: THE HOPE OF RESCUE AND FEARS OF DIFFERENCE PART TWO: TURN OF THE 21ST CENTURY REFORMS, THE UNFINISHED COSMOPOLITAN AND SCIENCES OF EDUCATION CHAPTER SEVEN: THE UNFINISHED COSMOPOLITAN: CULTURAL THESES OF PROBLEM SOLVING AND COLLABORATION IN LIFELONG LEARNING CHAPTER NINE: DESIGNING PEOPLE: AGENCY AND THE FEARS OF THOSE LEFT BEHIND IN INSTRUCTION AND RESEARCH CHAPTER 10: THE REASON OF SCHOOL PEDAGOGY, RESEARCH AND THE LIMITS OF COSMOPOLITANISM

In Cosmopolitanism and the Age of School Reform, noted educationalist Thomas Popkewitz explores turn-of-the-century and contemporary pedagogical reforms while illuminating their complex relation to cosmopolitanism. Popkewitz highlights how policies that include "all children" and leave "no child behind" are rooted in a philosophy of cosmopolitanism-not just in salvation themes of human agency, freedom, and empowerment, but also in the processes of abjection and the differentiation of the disadvantaged, urban, and child left behind as "Other." This groundbreaking text explores the dramatic history and politics of schooling in pedagogy, teacher education, and research.