"Once again Thomas Popkewitz forces us to ask questions about who we think we are and who we think the students we serve are. This notion of who we are is fundamental to how we organize schools, knowledge, and our social relations. How we do this organization (and re-organization) sets the landscape where we 'struggle for the soul'!"
--Gloria Ladson-Billings, Kellner Family Chair in Urban Education and Professor of Curriculum and Instruction at the University of Wisconsin-Madison
"In world epistemological diverse in which the struggle for social and cognitive justice is facing severe challenges, Popketwitzs rigorously revised critical ethnography Teacher Education and Teaching as Struggling For The Soul comes in a timely moment. Popkewitzs phenomenal groundbreaking theories on epistemology, cosmopolitanism, politics, power, knowledge, society, and schooling critically examine how differences that inscribes differences, such as learning styles, aptitudes, achievement, at-risk, disadvantaged, ethnic and race, are produced through the everyday activities of schooling. A work of art, precision and clarity by one of the leading social scientists, this work has opened up the veins of the Western Eurocentric canon, challenging not just what we think, but how we think. In so doing, Popkewitz not only unpacks the production and exclusion of differences through a specific system of reason that orders and classifies the official praxis of education, but also pushes the debates around teacher education into a superior levelwithin and beyond the fieldone that dares to engage in a ruthless critique of every existing episteme."
--Joao M. Paraskeva, Professor Educational Leadership and Policy Studies, University of Massachusetts Dartmouth
"This book is an indispensable companion for studying contemporary school reforms and specifically schools' capacities around inclusion and exclusion. Popkewitz shifts t
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