Abstract
What if we lived in a world where there was no curriculum theory, where curriculum theory had never been nor would be, or of curriculum theory at its end? As we come together to consider both the current tasks of curriculum theorists, and those possibly to come, and the compelling makings of manifesto matters therein, we begin to ponder these questions. Here, we take them up: the vital presence or movement of curriculum theory, perhaps, felt and perceived most keenly in imagining and contemplating its absence. Yet we seek, in undertaking this endeavor, to promote and perform in some way, too, the import of living interpretation, and community. In proposing, thus, to think through, beside, against and with one another about such absence, and its implications for our loyalties and labors in curriculum, we do so from our own autobiographical grounds, and in relation to historical roots in the field that have nurtured and sustained us, and also regarding the work as an affirmative and transformative human project. Specifically, writ large we proceed in examining a world without curriculum theory through a vital thrust of the field: theory itself.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Aoki, T. T. (2004). Curriculum in a new key: The collected works of Ted T. Aoki. New York: Routledge.
Block, A. (2010). And they’ll say it’s a movement. In E. Malewski (Ed.), A curriculum handbook: The next moment (pp. 523–527). New York: Routledge.
Britzman, D. P. (2000). If the story cannot end: Deferred action, ambivalence, and difficult knowledge. In S. Rosenberg & C. Eppert Rog (Eds.), Between hope and despair: Pedagogy and the remembrance of historical trauma. Lanham, MD: Rowman & Littlefield.
Bruner, J. (1986). Actual minds possible worlds. Cambridge, MA: Harvard University Press.
Casemore, B. (2008). The autobiographical demand of place: Curriculum inquiry in the American South (Vol. 21). New York: Peter Lang.
Chambers, C. (1999). A topography for Canadian curriculum theory. Canadian Journal of Education/Revue canadienne de l’éducation,24, 137–150.
Chodorow, N. J. (1999). The power of feelings: Personal meaning in psychoanalysis, gender, and culture. New Haven, CT: Yale University Press.
Christodoulou, N. (2012). A place full of wisdom and inspiration. In R. L. S. Harper (Ed.), 3010: Presented to William H. Schubert. Chicago.
Christodoulou, N. (2014). Oral history and living memory in Cyprus: Performance and curricular considerations. Transnational Curriculum Inquiry, 11(1), 30–43. http://ojs.library.ubc.ca/index.php/tci.
Christodoulou, N. (2015). Contested language, memory, and oral history as curriculum questions: A tale from Cyprus. European Journal of Curriculum Studies, 2(2), 324–345. http://pages.ie.uminho.pt/ejcs/index.php/ejcs/article/view/95.
Connelly, F. M., He, M. F., & Phillion, J. (Eds.). (2008). The Sage handbook of curriculum and instruction. Thousand Oaks, CA: Sage.
Dewey, J. (1964a). Human nature and conduct. In R. Archambault (Ed.), John Dewey on education (pp. 61–69). Chicago, IL: University of Chicago Press (original work published 1922).
Dewey, J. (1964b). What is freedom? In R. Archambault (Ed.), John Dewey on education (pp. 81–88). Chicago, IL: University of Chicago Press (original work published 1922).
Dewey, J. (1933). How we think. New York: D. C. Heath.
Doll, W. (1993). A post-modern perspective on curriculum. New York: Teachers College Press.
Doll, W. (2012). Pragmatism, post-modernism, and complexity theory: The “fascinating imaginative realm” of William E. Doll, Jr. New York: Routledge.
Gadamer, H. G. (2004). Truth and method (J. Weinsheimer & D. G. Marshall, Trans.). London: Continuum International Publishing Group (original work published 1975).
Hansen, D. (2008). Curriculum and the idea of a cosmopolitan inheritance. Journal of Curriculum Studies,40(3), 289–312.
Hawking, S., & Mlodinow, L. (2010). The grand design. New York: Bantam Books.
Heidegger, M. (1977). The question concerning technology (W. Lovitt, Trans.). New York: Harper and Row (original work published 1954).
Huebner, D. E. (1999). The lure of the transcendent: Collected essays by Dwayne E. Huebner. Mahwah, NJ: Lawrence Erlbaum.
Ibrahim, A. (2005). The question of the question is the foreigner: Towards an economy of hospitality. Journal of Curriculum Theorizing,4(21), 149–162.
Ladd, E. T., & Brubacher, J. S. (1956, July 2). Philosophical foundations of the curriculum: A report prepared at the request of the Secretariat of Unesco. Paris: International Advisory Committee on the School Curriculum, United Nations Educational, Scientific and Cultural Organization (UNESCO).
Lear, J. (2006). Radical hope: Ethics in the face of cultural devastation. Cambridge, MA and London: Harvard University Press.
MacDonald, J. (1995). Theory as a prayerful act: The collected essays of James B. MacDonald. New York: Peter Lang.
Malewski, E. (2010a). A way of knowing in the future of curriculum studies. In E. Malewski (Ed.), Curriculum studies handbook: The next moment (pp. 534–539). New York: Routledge.
Malewski, E. (2010b). Introduction: Proliferating curriculum. In E. Malewski (Ed.), A curriculum handbook: The next moment (pp. 1–39). New York: Routledge.
Miller, J. (1990). Creating spaces and finding voices: Teachers collaborating for empowerment. Albany, NY: SUNY Press.
Miller, J. (2005a). Sounds of silence breaking: Women, autobiography, curriculum. New York: Peter Lang.
Miller, J. (2005b). The American curriculum field and its worldly encounters. Journal of Curriculum Theorizing,21(2), 9–24.
Pacheco, J. A. (2012). Curriculum studies: What is the field today? Journal of the American Association for the Advancement of Curriculum Studies,8, 1–25.
Pinar, W. F. (2009). The worldliness of a cosmopolitan education: Passionate lives in public service. New York: Routledge.
Pinar, W. F. (2010). The next moment. In E. Malewski (Ed.), A curriculum handbook: The next moment (pp. 528–533). New York: Routledge.
Pinar, W. F. (2012a). Introduction. In D. Trueit (Ed.), Pragmatism, post-modernism and complexity theory: The “fascinating imaginative realm” of William E. Doll, Jr. (pp. 1–10). New York: Routledge.
Pinar, W. F. (2012b). What is curriculum theory? (2nd ed.). Mahwah, NJ: Lawrence Erlbaum (original published 2004, 1st ed.).
Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. New York: Peter Lang.
Pinar, W., & Kincheloe, J. (1991). Curriculum as social psychoanalysis: The significance of place. New York: SUNY Press.
Quinn, M. (2001). Going out, not knowing whither: Education, the upward journey and the faith of reason. New York: Peter Lang.
Quinn, M. (2010). ‘No room in the inn’? The question of hospitality in the post(partum)-labors of curriculum studies. In E. Malewski (Ed.), A curriculum handbook: The next moment (pp. 101–117). New York: Routledge.
Robinson, K., Sir. (2011). Out of our minds: Learning to be creative. West Sussex, UK: Capstone Publishing (original work published 2001).
Saint-Exupéry, A. de. (1950). The wisdom of the sands (S. Gilbert, Trans.). New York: Harcourt, Brace and Company (English translation of the French Citadelle).
Saint-Exupéry, A. de. (2015). The little prince (R. Howard, Trans.). New York: Houghton Mifflin Harcourt (original work published 1941).
Scanlon, L. (2009). All the world. New York: Beach Lane Books.
Schubert, W. H. (1996). Perspectives on four curriculum traditions. Educational Horizons,74, 169–176.
Schubert, W. H., & Ayers, W. C. (1991). Teacher lore: Learning from our own experience. White Plains, NY: Longman.
Schubert, W. H., Lopez-Schubert, A. L., Thomas, T. P., & Carroll, W. M. (2002). Curriculum books: The first hundred years (2nd ed.). New York: Peter Lang.
Slattery, P. (2006). Curriculum development in the postmodern era: Teaching and learning in an age of accountability (2nd ed.). New York: Routledge.
Spivak, G. (1988). Can the subaltern speak? In C. Nelson & L. Grossberg (Eds.), Marxism and the interpretation of culture (pp. 271–313). Champaign: University of Illinois Press.
Taubman, P. (2009). Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York: Routledge.
Varelas, M., Pappas, C. C., & Rife, A. (2005). Dialogic inquiry in an urban second-grade classroom: How intertextuality shapes and is shaped by social interactions and scientific understandings. In R. Yerrick & W.-M. Roth (Eds.), Establishing scientific classroom discourse communities: Multiple voices of teaching and learning research. Mahwah, NJ: Lawrence Erlbaum Associates.
Walker, D. (1990). Fundamentals of curriculum. New York: Harcourt Brace Jovanovich.
Watkins, W. (1993). Black curriculum orientations: A preliminary inquiry. Harvard Educational Review,63(3), 321–338.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
Quinn, M., Christodoulou, N. (2019). Making Manifestos in Absentia: Of a World Without Curriculum Theory. In: Hébert, C., Ng-A-Fook, N., Ibrahim, A., Smith, B. (eds) Internationalizing Curriculum Studies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-01352-3_3
Download citation
DOI: https://doi.org/10.1007/978-3-030-01352-3_3
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-01351-6
Online ISBN: 978-3-030-01352-3
eBook Packages: EducationEducation (R0)