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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


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This chapter will serve as an introduction to poststructuralism in the interstices 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,

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