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Curriculum Studies (curriculum + studies)

Distribution by Scientific Domains
Education83%

Selected Abstracts

Centripetal Thinking in Curriculum Studies

CURRICULUM INQUIRY, Issue 4 2010
PETER HLEBOWITSH
ABSTRACT After years of generating divergent approaches to scholarship, cast mostly as reactions against a historical orthodoxy, the curriculum studies community is now looking at a new dialectic,one marked by a physics that pull ideas inward toward some centripetal center. The tension between looking for unifying ideas as they articulate with a multiplicity of incommensurate ones has, in fact, marked the nature of most scholarly thinking. Isaiah Berlin personified such a tension in his use of the Greek aphorism, "The fox knows many things, but the hedgehog knows one big thing." In recent years, the curriculum field has been dominated by foxes, who have resisted any attempt to even consider the role of hedgehog. But several projects have recently been launched in the field that might signal a new age for curriculum studies, as a new dialogue has been opened that considers possibilities of finding some semblance of canon or disciplinarity in the field. The search for canon or disciplinarity is less likely to yield a hard-and-fast verifiable outcome as much as an inconclusive discussion. But, as Plato reminds us, such a discussion is precisely the point because the knowing of canon is doing the knowing of canon. [source]

Proliferation as More and Other to Mutuality and Synthesis Within Curriculum Studies: A Response to Hlebowitsh

CURRICULUM INQUIRY, Issue 4 2010
ERIK MALEWSKI
First page of article [source]

Centripetal Thinking in Curriculum Studies

CURRICULUM INQUIRY, Issue 4 2010
PETER HLEBOWITSH
ABSTRACT After years of generating divergent approaches to scholarship, cast mostly as reactions against a historical orthodoxy, the curriculum studies community is now looking at a new dialectic,one marked by a physics that pull ideas inward toward some centripetal center. The tension between looking for unifying ideas as they articulate with a multiplicity of incommensurate ones has, in fact, marked the nature of most scholarly thinking. Isaiah Berlin personified such a tension in his use of the Greek aphorism, "The fox knows many things, but the hedgehog knows one big thing." In recent years, the curriculum field has been dominated by foxes, who have resisted any attempt to even consider the role of hedgehog. But several projects have recently been launched in the field that might signal a new age for curriculum studies, as a new dialogue has been opened that considers possibilities of finding some semblance of canon or disciplinarity in the field. The search for canon or disciplinarity is less likely to yield a hard-and-fast verifiable outcome as much as an inconclusive discussion. But, as Plato reminds us, such a discussion is precisely the point because the knowing of canon is doing the knowing of canon. [source]

"Destiny Has Thrown the Negro and the Filipino Under the Tutelage of America": Race and Curriculum in the Age of Empire

CURRICULUM INQUIRY, Issue 4 2009
ROLAND SINTOS COLOMA
ABSTRACT The article brings together the fields of curriculum studies, history of education, and ethnic studies to chart a transnational history of race, empire, and curriculum. Drawing from a larger study on the history of education in the Philippines under U.S. rule in the early 1900s, it argues that race played a pivotal role in the discursive construction of Filipino/as and that the schooling for African Americans in the U.S. South served as the prevailing template for colonial pedagogy in the archipelago. It employs Michel Foucault's concept of archaeology to trace the racial grammar in popular and official representations, especially in the depiction of colonized Filipino/as as racially Black, and to illustrate its material effects on educational policy and curriculum. The tension between academic and manual-industrial instruction became a site of convergence for Filipino/as and African Americans, with decided implications for the lived trajectories in stratified racialized and colonized communities. [source]

Torsions Within the Same Anxiety?

EDUCATIONAL PHILOSOPHY AND THEORY, Issue 4 2008
Entification, apophasis, history
Abstract In Anglophone educational research in the United States, the name Foucault has been more pointedly celebrated in some subfields such as curriculum studies relative to its more noticeable censorship in subfields such as history of education. This paper illustrates how such differential epistemological politics might be accounted for through reapproaching the challenges to historiography that Histoire de la Folie (Madness and Civilization) raised. Through the formalist lens of performative apophasis, and with attention to the dependencies of discourse that characterize narrative prosthesis, this paper re-engages the least referenced of Foucault's major histories in the educational field to bring into noticeability other ,conditions of possibility',ones that explicate how an apophatic turn might account for divergent reactions to less familiar philosophies of history and/or to ,alternative' approaches to documents through which history is now being narrated and critiqued in education and beyond. [source]

School-based indicated prevention: a randomised trial of group therapy

THE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 6 2002
Paul McArdle
Background: One hundred and twenty-two children identified by teachers as at risk for behavioural or emotional problems were randomly allocated to drama-group therapy or to a curriculum-studies control, based in school. Methods: One hundred and seventeen completed the intervention phase of the trial, which comprised 12 hour-long sessions. Post-intervention self-reports showed significant effects associated with both interventions. Results: However, there was a clear advantage of group therapy over both a waiting list control and curriculum studies, according to teacher reports. This was true also of categorical analyses focusing on those with the most severe symptoms. Conclusions: These analyses confirmed sustained teacher-reported improvement over a year-long follow-up period. [source]