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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 6: Cultural studies curriculum concepts

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CULTURAL STUDIES CURRICULUM CONCEPTS

Introduction

In this chapter I discuss some of the major themes that have emerged from recent literature in the interstices of cultural studies and curriculum theory. This chapter will focus mostly on youth cultures and the popular. Popular culture in the context of youth is what most curriculum studies scholars focus on in this area, although some see cultural studies more broadly as the study of cultures generally. Some argue that limiting the focus to what is popular is too narrow. For instance, Shirley Steinberg and Joe Kincheloe (1997) argue,

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