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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 5: Ecological curriculum concepts

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← 126 | 127 →

· 5 ·

ECOLOGICAL CURRICULUM CONCEPTS

Introduction

This area of study is highly complex. This chapter will be organized in the following manner. First, I explore the naturalists and their decline. I move into a section on what is called human-animal studies. I examine what is called environmental education and the ways in which environmental education differs from ecojustice education and environmental justice education. Then I will move into the area of ecology. Here, I will examine the notion of home (being in place) and its opposite, homelessness (being displaced). One of the earliest books on place in curriculum studies was co-edited by Joe Kincheloe and William F. Pinar (1991), titled Curriculum as Social Psychoanalysis: The Significance of Place. Influenced by Kincheloe and Pinar, another generation of curriculum scholars looks at place (especially the South) in the context of autobiography (Whitlock, 2007; Casemore, 2008). Noel Gough (2008)—who writes much in the area of ecology—calls himself a “traveling textworker” (p. 73). Travel metaphors have everything to do with place. I will discuss place in the context of alterity and difference. The final section of this chapter deals with issues of psyche and ecology, or what is termed “ecopsychology.” I talk about the ways in which spirituality and ecology blend together. ← 127 | 128 →

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