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Curriculum Studies Guidebooks

Volume 2- Concepts and Theoretical Frameworks


Marla B. Morris

Curriculum Studies Guidebooks treat the (Post)reconceptualization of curriculum studies. The literature reviewed in this volume reflects current issues and discussions taking place in education. This volume is about the intersections among curriculum studies and aesthetics; spirituality; cosmopolitanism; ecology; cultural studies; postcolonialism; poststructuralism; and psychoanalytic theory. 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 that will be of interest to students outside the field of education who are studying aesthetics, spirituality, cosmopolitanism, ecology, cultural studies, postcolonialism, poststructuralism, and psychoanalytic theory. It could be used in such education courses as curriculum studies; social foundations of education; philosophy of education; cultural curriculum studies; critical and contemporary issues in education; narrative inquiry in education; and qualitative studies in education.


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Chapter 8: Poststructural curriculum concepts


· 8 · poststructural curriculum concepts Introduction This chapter will serve as an introduction to poststructuralism in the inter- stices of curriculum theory. I offer some introductory remarks to help students make their way through the labyrinthine literatures of poststructural writers. The major poststructural writers who have influenced not only curriculum theorists but also scholars across the disciplines are these: Jacques Derrida, Michel Foucault, Judith Butler, Gilles Deleuze, Felix Guattari, Michel Serres, Bruno Latour, Donna Haraway, Emmanuel Levinas, Helene Cixous, Julia Kristeva, and Slavoj Zizek. As Michael Peters (1996) points out, Poststructuralist thought has its origins in Alexandre Kojeve’s and Jean Hyppolite’s existentialist readings of G. W. F. Hegel and is foreshadowed in the structuralism of Jacques Lacan, Roman Jakobson, Claude Levi-Strauss and others. Here the master discipline is linguistics (following Ferdinand de Saussure) in both its structuralist and poststructural modes in its seemingly endless developments and theoretical refinements of analysis: semiotics, schizoanalysis, deconstructionism and discourse analysis. (p. 1) Poststructuralism, generally speaking, is about discourse, language, uncer- tainty, the suspicion of the notion of progress. It is also about power, politics, 248 curriculum studies guidebooks, volume 2 ethics, notions of responsibility, and the crisis of representation (Derrida, 1995a; Foucault 1972). For some, like Judith Butler (1990), poststructuralism is about the notion of gender performativity. For others, like Michel Serres (2000), it is about nonlinear notions of time and multiplicities. Deleuze and Guattari (2000) introduce notions of deterritorialization, transversality, desir- ing machines, and schizoanalysis. For Donna Haraway (1997), it is about the posthuman....

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