Expanding Curriculum Theory: Dis/Positions and Lines of Flight

Expanding Curriculum Theory: Dis/Positions and Lines of Flight

Expanding Curriculum Theory: Dis/Positions and Lines of Flight

Expanding Curriculum Theory: Dis/Positions and Lines of Flight

Synopsis

This book brings together some of the newest work in curriculum studies to explore central questions that swirl inside (and out) of the field: What counts as curriculum research? What procedures are considered legitimate for the production of knowledge? What forms shape the making of explanations? What constitutes proof? It forefronts work by curriculum theorists who are interested in looking at educational problems from a vantage point that questions current models of research--one that suggests adopting "lines of flight" or multiplicities that offer promise to disentangle curriculum theory from traditional research hierarchies and methods-driven dependence on formalities. In Expanding Curriculum Theory: Dis/positions and Lines of Flight: *The essays are connected by their shared concern for combining alternative methodologies, such as textual analysis, discourse theory, hermeneutics, and post-structuralism with perspectives on race, class, gender, and sexual orientation. *Disciplinary boundaries are blurred as curriculum theory is interwoven with cultural studies, political theory, psychoanalysis, dance, technology, and other fields. *To assist readers in understanding the various essays, as well as comparing, contrasting, and connecting them with each other, each chapter opens with a "Thinking Beyond" section. The questions posed are designed to make the text engaging and pedagogically friendly. By doing all this within an overall poststructural framework that encourages and demonstrates creativity, multidisciplinarity, and new lines of flight, this volume makes a unique contribution to expanding curriculum theory. It is a stimulating text for students, faculty, and researchers in the field.

Excerpt

As forms of this newer kind of practice continue to erupt in multiple ways, in multiple locations, for multiple reasons, inside and outside the grids of defined research categories, the sphere of scholarly inquiry has become an extraordinary animated site for a diverse and experimental analytic production by a number of thinkers not hesitant to situate inquiry in a vast epistemological space. (Jipson & Paley, 1997, p. 3)

From Plato and a tradition which lasted throughout the classical age, Knowledge is a hunt. To know is to put to death…. To know is to kill, to rely on death…. The reason of the strongest is reason by itself. Western Man is a wolf of science. (Serres, 1983, p. 198)

What counts as curriculum research? What procedures are considered legitimate for the production of knowledge? What forms shape the making of explanations? What constitutes proof? These questions swirl inside and outside the field of curriculum studies (see Jipson & Paley, 1997). Considerable attention is centered on the debate in curriculum among competing theoretical points of view. It has been tempestuous at times and vitriolic at others. Paradigm after paradigm, debate after debate, the firm foundations of educational research remain intact and settle again. And we researchers wonder why nothing has changed for the schools or ourselves, in our role as practitioners. Engaging in that remorseless form of debate is most definitely not the aim of this volume. Instead, we aim to bring to the forefront in this series of chapters work by scholars who are interested in looking at educational problems from a different vantage point. In this historical milieu of postmodernity, the troubling of all structures is the problem to be addressed. Can those very structures be deterritorialized to allow for the creation of new lines of flight in curriculum research to emerge? eation ofnew on lines of flighti . . .

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