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The 1980s were an important decade for educational inquiry. It was the moment of the "linguistic turn," with its emphasis on the role of language as a constructor of reality, a structuring agent for institutions such as schools, and a medium for translating knowledge into elements of power for processes of social regulation. Drawing on the work and insights of educational researcher Thomas S. Popkewitz, this book shows how the linguistic turn provided an alternative to both mainline educational research grounded in the ideals of political liberalism and the effort of neo-Marxists to challenge

Pulmonary ventilation ( E) and oxygen uptake ( O2) were measured and regressions between them were found for men and for women exercising from light levels (1.3 kcal/min) to maximal levels (20 kcal/min) of work. Increases in pulmonary ventilation were proportionately greater than increases in oxygen consumption, and, therefore, nonlinear regressions were determined for a range of E which was wider than the linear regressions previously suggested by other investigators. Because the data for men and women diverged, two separate curves were computed. In addition to the sex differences, each equation had an adjustment for age. The standard error of estimate for O2 was 0.21/min.

This volume brings together a group of leading scholars in the study of the cultural history of education. These scholars, whose work represents a variety of national contexts from throughout Europe, Latin America, and North America, contribute to a growing body of work that seeks to re-think historical studies in education by integrating the study of knowledge systems, otherwise known as "discourses" into traditional intellectual history. The articles included investigate how these discourses "construct, shape, coordinate, and constitute social practices through which individuals reason about their participation and identity", in the words of Popkewitz. The collection challenges the field of historical studies in education to move away from the historicism that still dominates it, and thus introduces new ways to think about the politics of knowledge and the problems of change and reform in education