Resumo

POPKEWITZ, Thomas. Comparative studies and unthinking comparative "thought": the paradox of "reason" and its abjetions. Espac. blanco, Ser. indagaciones [online]. 2012, vol.22, n.1, pp.17-39. ISSN 1515-9485.

I explore comparative studies through examining systems of reason, to consider the principles that historically order what is thought, known, and acted on in different time/spaces of schooling. The notion of cosmopolitanism is used as an analytical 'tool' to consider different social and cultural grids that give intelligibility to schooling and the study of youth. The first and second sections explore reason as historical phenomena. I focus on the Enlightenments' cosmopolitanism to point to a heterogeneous field that embodies particular cultural theses about human agency and progress designed by the use of reason and science. The notions of reason, agency, and progress, are effects of power that generate comparative principles which frame differences in societies and individuality. The third section explores other notions of cosmopolitanism outside of the west and the issues of comparative studies of multiple modernities. The fourth section focuses on social and education sciences as social practices that compare, exclude and abject in its impulses to include. The intent of the analysis is to give attention to the political of schooling in the rules and standards of reason that generate principles about what 'we are, should be', and also about what is cast out and excluded from its normalized spaces.

Palavras-chave : Comparative education; Politics of school reform; Social exclusion; Curriculum studies and history of present.

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