Thomas S. Popkewitz
- Education top 0.1%
- Teacher Education and Leadership Studies 27
- Educational Practices and Policies 25
- Global Education and Multiculturalism 25
- Diverse Education Studies and Reforms 15
- Educational theories and practices 14
- Human Factors and Ergonomics top 0.5%
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- Global Educational Policies and Reforms 54
- Sociology and Political Science top 0.5%
- Educator Training and Historical Pedagogy 39
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- History of Education in Spain 10
- Co-authors
- Gita Steiner‐KhamsiMarie BrennanSverker LindbladB. Robert TabachnickLynn FendlerDecker F. WalkerKenneth M. ZeichnerMichael Shipman
- Journals
- SHILAP Revista de lepidopterología (9 papers)Contemporary Sociology A Journal of Reviews (1 paper)Review of Educational Research (4 papers)
- Partner nations
- United StatesLuxembourgSweden
In The Last Decade
Thomas S. Popkewitz
202 papers receiving 4.4k citations
Hit Papers
Peers
Comparison fields: 5 of 118
- Education 4.1k
- Human Factors and Ergonomics 202
- Political Science and International Relations 1.9k
- Sociology and Political Science 2.3k
- Information Systems and Management 232
Countries citing papers authored by Thomas S. Popkewitz
This map shows the geographic impact of Thomas S. Popkewitz's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Thomas S. Popkewitz with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Thomas S. Popkewitz more than expected).
Fields of papers citing papers by Thomas S. Popkewitz
This network shows the impact of papers produced by Thomas S. Popkewitz. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Thomas S. Popkewitz. The network helps show where Thomas S. Popkewitz may publish in the future.
Co-authorship network
The 25 scholars most cited alongside Thomas S. Popkewitz, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | CURRICULUM STUDIES AND HISTORICIZING THE PRESENT: THE POLITICAL AND IMPRACTICALITY OF PRACTICAL KNOWLEDGE | 2016 | 1 |
| 2 | Styles of reason: Historicism, historicizing, and their historical objects in the history of education | 2013 | 1 |
| 3 | 2012 | 46 | |
| 4 | Cosmopolitanism, making the nation and the citizen as a salvation theme of turn of the twentieth century pedagogy | 2012 | 0 |
| 5 | Schooling and the Making of Citizens in the Long Nineteenth Century: Comparative Visions. Routledge Research in Education. | 2011 | 9 |
| 6 | Ciências da Educação, Escolarização e Abjeção: diferença e construção da desigualdade | 2010 | 1 |
| 7 | Inclusión y exclusión como gestos dobles en política y ciencias de la educación | 2010 | 4 |
| 8 | Alquimia y gobierno, o preguntas acerca de lo que preguntamos | 2010 | 0 |
| 9 | Sociedade da Aprendizagem, Cosmopolitismo, Saúde Pública, Prevenção à Criminalidade | 2009 | 1 |
| 10 | La historia del currículum: La educación en los Estados Unidos a principios del siglo XX, como tesis cultural acerca de lo que el niño es y debe ser | 2007 | 5 |
| 11 | Education research and policy : steering the knowledge-based economy | 2006 | 49 |
| 12 | The global politics of educational borrowing and lendingbreakdown → | 2004 | 532 |
| 13 | Governing children, families and education : restructuring the welfare state | 2003 | 39 |
| 14 | Educational partnerships and the state : the paradoxes of governing schools, children, and families | 2003 | 29 |
| 15 | 1998 | 3 | |
| 16 | Política, conocimiento y poder : algunas cuestiones para el estudio de las reformas educativas | 1994 | 18 |
| 17 | Changing patterns of power : social regulation and teacher education reform | 1993 | 51 |
| 18 | El milenarismo en la reforma educativa de los años ochenta | 1990 | 3 |
| 19 | La producción del conocimiento escolar y los lenguajes curriculares : cuestiones institucionales en el seguimiento de las matemáticas escolares | 1987 | 3 |
| 20 | The Idea of Progress and the Legitimation of State Agendas: American Proposals for School Reform. | 1986 | 11 |
About Thomas S. Popkewitz
Thomas S. Popkewitz is a scholar working on Education, Political Science and International Relations and General Social Sciences, having authored 215 papers that have together received 5.5k indexed citations. Recurring topics across this work include Global Educational Policies and Reforms (54 papers), Educator Training and Historical Pedagogy (39 papers), Teacher Education and Leadership Studies (27 papers), Educational Practices and Policies (25 papers), Global Education and Multiculturalism (25 papers), Diverse Education Studies and Reforms (15 papers), Educational theories and practices (14 papers) and History of Education in Spain (10 papers). The work is most often cited by research in Education (4.1k citations), Human Factors and Ergonomics (202 citations) and Political Science and International Relations (1.9k citations). Thomas S. Popkewitz has collaborated with scholars based in United States, Luxembourg and Sweden. Frequent co-authors include Gita Steiner‐Khamsi, Marie Brennan, Sverker Lindblad, B. Robert Tabachnick, Lynn Fendler, Decker F. Walker, Kenneth M. Zeichner, Michael Shipman, Eric Hoyle and Geoff Whitty. Their work appears in journals such as SHILAP Revista de lepidopterología, Contemporary Sociology A Journal of Reviews and Review of Educational Research.
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.