课程史学研究新理路:基于波克维茨“社会认识论”的建构

Curriculum history research has important academic value in curriculum theory and practice. Thomas Popkewitz, the famous American educator, proposed his social epistemology which introduced historicizing and problematizing into the study of curriculum history, opening up a new path for the study of curriculum history. Social epistemology emphasizes that knowledge is embedded in the sociality and commingled with power and it is a kind of research methodology focusing on the rational system. Social epistemology regards school education knowledge as a social practice related to power, and reflects on the historical formation process and the power operation of various discourses in current curriculum theory and practice from a sociological perspective. Based on social epistemology, the new path of curriculum history research covers five logical turns: the core idea of research from sovereign power to productive power; the focus of research from subject-centered to decentering of the subject; the limited perspecti