Volume 1- Concepts and Theoretical Frameworks
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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