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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 2: Aesthetic curriculum concepts

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AESTHETIC CURRICULUM CONCEPTS

Introduction

This chapter begins with a general and brief introduction to aesthetics and its relation to curriculum studies. I will discuss such art forms as music, dance, reader’s theater, the visual arts, and drama. Aesthetics and these various art forms raise psychoanalytic, philosophical, postmodern, posthuman, and political questions. My aim in this chapter is to explore these questions in their relation to curriculum studies.

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