Overview
- Appeals to those who seek critical engagement in policy dialogues that have been dominated by reductive audit culture discourses
- Framework and examples included in the text demonstrate that teachers and students at all levels of education retain what William F. Pinar calls the agency of subjectivity in their academic study
- Models curriculum development as interdisciplinary and contextualized in history, culture, gender, race, class, and other aspects of subjective position/experience
Part of the book series: Curriculum Studies Worldwide (CSWW)
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Table of contents (5 chapters)
Keywords
About this book
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.
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Bibliographic Information
Book Title: Power, Curriculum, and Embodiment
Book Subtitle: Re-thinking Curriculum as Counter-Conduct and Counter-Politics
Authors: James P. Burns
Series Title: Curriculum Studies Worldwide
DOI: https://doi.org/10.1007/978-3-319-68523-6
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2018
Hardcover ISBN: 978-3-319-68522-9Published: 10 November 2017
eBook ISBN: 978-3-319-68523-6Published: 31 October 2017
Series ISSN: 2731-6386
Series E-ISSN: 2731-6394
Edition Number: 1
Number of Pages: IX, 157
Topics: Curriculum Studies, Educational Policy and Politics, Educational Philosophy