Power, Curriculum, and Embodiment
Re-thinking Curriculum as Counter-Conduct and Counter-Politics
Seiten
2017
|
1st ed. 2018
Springer International Publishing (Verlag)
978-3-319-68522-9 (ISBN)
Springer International Publishing (Verlag)
978-3-319-68522-9 (ISBN)
Winner of the 2019 AERA Division B (Curriculum Studies) Outstanding Book Award
This book explores curriculum inquiry through the theoretical lens of governmentality as a site of disciplinary biopolitics and a system of heteropatriarchal political economy. Examining the powerscape in which education is currently situated, the author offers a conceptual framework for curriculum scholarship based on Foucault's genealogy of power, and analyzes how curriculum design has historically effectuated disciplinary power on students and teachers. The book engages in a synoptic essay of the history of American violence, an important curricular issue, and finally applies Foucault's concepts of truth-telling and self-care to curriculum studies as a form of self and social reconstruction in complicated conversation with each other.
This book explores curriculum inquiry through the theoretical lens of governmentality as a site of disciplinary biopolitics and a system of heteropatriarchal political economy. Examining the powerscape in which education is currently situated, the author offers a conceptual framework for curriculum scholarship based on Foucault's genealogy of power, and analyzes how curriculum design has historically effectuated disciplinary power on students and teachers. The book engages in a synoptic essay of the history of American violence, an important curricular issue, and finally applies Foucault's concepts of truth-telling and self-care to curriculum studies as a form of self and social reconstruction in complicated conversation with each other.
James P. Burns is Assistant Professor of Curriculum and Instruction in the School of Education and Human Development at Florida International University, USA.
1. Power, Curriculum, and Embodiment.- 2. Governmentality, Biopolitics, and Curriculum Theorizing.- 3. The Past in the Present: The Historic Reach of the Tyler Rationale.- 4. Reflections on Heteropatriarchal Violence: A Proleptic Narrative?.- 5. Re-thinking Power and Curriculum.
| Erscheinungsdatum | 23.11.2017 |
|---|---|
| Reihe/Serie | Curriculum Studies Worldwide |
| Zusatzinfo | IX, 157 p. |
| Verlagsort | Cham |
| Sprache | englisch |
| Maße | 148 x 210 mm |
| Gewicht | 355 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Bildungstheorie |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| Schlagworte | Biopolitics • Curriculum planning & development • Curriculum planning & development • Curriculum Studies • Education • Educational Philosophy • Educational Policy and Politics • Educational strategies & policy • Educational strategies & policy • Foucault • Governmentality • Heteropatriarchal Violence • interdisciplinary synoptic content analysis • Philosophy & theory of education • Philosophy & theory of education |
| ISBN-10 | 3-319-68522-8 / 3319685228 |
| ISBN-13 | 978-3-319-68522-9 / 9783319685229 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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