This chapter considers the thesis of pedagogicalization through focusing the social and education sciences. Pedagogicalization is spoken about as the expertise of science in ordering what is (im)possible to know and do, creating borders by which experiences are acted upon and the self is located as an actor. The expertise is explored historically through changes in the cultural theses about the modes of life of the child and family: turn of the 20th century educationalization in which the lives of the family and child are rationalized to relate individuality to norms linked to collective, social belonging; and turn of the 21st century pedagogicalization in which the expertise of science focuses on individuality as a seemingly isolated site of continuous innovation and processes of self-evaluation and monitoring bound to networks with no social center.1 In both the past and the present, the cultural theses generated about the family and child, I argue, embody double gestures about the hope of the future and fears about those dangerous to that future and abjected, cast out into unlivable spaces.
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Popkewitz, T.S. (2008). The Social, Psychological, and Education Sciences: From Educationalization to Pedagogicalization of the Family and the Child. In: Smeyers, P., Depaepe, M. (eds) Educational Research: the Educationalization of Social Problems. Educational Research, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9724-9_12
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