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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 9: Psychoanalytic curriculum concepts


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Psychoanalytically oriented curriculum theorists draw on a wide range of psychoanalytic 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.

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