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Curriculum Studies Guidebooks

Volume 2- Concepts and Theoretical Frameworks

Series:

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 9: Psychoanalytic curriculum concepts

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· 9 · psychoanalytic curriculum concepts Introduction Psychoanalytically oriented curriculum theorists draw on a wide range of psy- choanalytic theory to inform their work. Curriculum studies scholars draw on psychoanalytic theorists such as Sigmund Freud, Melanie Klein, Anna Freud, D. W. Winnicott, Julia Kristeva, Jacques Lacan, Carl Jung, and Wilfred Bion to name a few. In the first part of this chapter I will examine some key ideas of Sigmund Freud, Melanie Klein, and Anna Freud. This brief overview of these theorists will help students understand basic psychoanalytic concepts. In the second part of this chapter, I will examine the connections be- tween education and psychoanalysis. Educationist and psychoanalyst Debo- rah Britzman has written significant work on the strained relations between education and psychoanalysis. Hence, I will focus on Britzman’s work to better understand the complex relations between education and psychoanalysis. In the third part of this chapter I will unpack the work of curriculum theorists who draw on psychoanalysis to inform their work. Here I will discuss the work of William F. Pinar, Wendy Atwell-Vasey, Sharon Todd, Alice Pitt, Alan Block, Tamara Bibby, Peter Taubman, Paula Salvio, Madeleine Grumet, Jonathan Silin, Mary Aswell Doll, and Marla Morris. 320 curriculum studies guidebooks, volume 2 Sigmund Freud Sigmund Freud is the father of psychoanalysis. Through the use of primary and secondary texts I will explore some key concepts for Freud. Freud’s work is difficult and at times his writing is quite obscure. Students who want to understand psychoanalysis must read Freud. Freud is...

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