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Curriculum Studies Guidebooks

Volume 1- Concepts and Theoretical Frameworks


Marla B. Morris

Curriculum Studies Guidebooks treat the (Post)reconceptualization of curriculum studies. The huge corpus of literature reviewed in this volume reflect current issues and discussions dealing with education. This volume is about the intersections among curriculum studies, history, politics, multiculturalism, gender studies and literary studies. These theoretical frameworks will provide students in the field of education with the tools that they need to theorize around the concept of curriculum. This is an interdisciplinary book and might be of interest to students outside the field of education as well who are studying history, politics, multiculturalism, gender and literary studies. It could be used in such courses as curriculum studies; social foundations of education; philosophy of education; critical and contemporary issues in education; the history of American curriculum; the history of American education; and narrative inquiry in education. Outside the field of education, this book might be of interest to students in courses on women's and gender studies, courses in political science, multicultural courses, and courses in literary criticism.


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Chapter 2. Historical Curriculum Concepts, Part 1


· 2 · hiSTOriCAL CurriCuLum CONCEpTS, pArT 1 Theorizing Curriculum Historiography The aim of the first section of this chapter is to theorize curriculum historiog- raphy. The second section deals with outlining differences between what I call traditional educational history and curriculum historiography. What counts as curriculum historiography and who writes historiography are serious questions that will be addressed. My approach to curriculum historiography is perspec- tival and theoretical. The Curriculum Scholar Thinking through the Past When I think through what it means to be a curriculum scholar, many things come to mind. Although there might be little agreement on what it means to be a curriculum scholar, one thing is clear. William Pinar (2010) points out that “what we curriculum studies scholars have in common is not the present but the past” (p. 528). Curriculum scholars owe a debt of gratitude to those who have gone before us. Younger generations need to understand that the 22 curriculum studies guidebooks work that is being done today in curriculum studies has been made possible by generations of scholars who took risks in their careers to challenge the status quo and do new things. Doing what is new in the academy is not easy nor is it welcomed. Younger generations need to continue to take risks to keep this field vibrant and alive and pave the way for future generations. But in order to pave the way, younger scholars must know their curriculum history. Without a sense of the past, the present and future...

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