By William F. Pinar (eds.)

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In Curriculum in a New Key: The Collected Works of Ted T. Aoki, ed. William F. Pinar and Rita L. Irwin, 159–165. Mahwah, NJ: Lawrence Erlbaum. Arceo, Frida Díaz Barriga, 2010. Email Communication from the author, Vancouver, Canada to Mexico City, September 17, 2010. Bobbitt, Franklin. 1918. The Curriculum. New York: Houghton Mifflin. Butler, Judith. 1997. The Psychic Life of Power: Theories in Subjection. Palo Alto, CA: Stanford University Press. Castaneda, Carlos. 1971. A Separate Reality: Further Conversations with Don Juan.

Schwartz, Barth David. 1992. Pasolini Requiem. New York: Pantheon. Simpson, David. 2002. Situatedness, Or, Why We Keep Saying Where We’re Coming From. Durham, NC: Duke University Press. Spring, Joel. 1972. Education and the Rise of the Corporate State. Boston: Beacon Press. Spring, Joel. 2006. Pedagogies of Globalization: The Rise of the Educational Security State. Mahwah, NJ: Lawrence Erlbaum. Sternhell, Zeev, Mario Sznajder, and Maia Asheri. 1994. The Birth of Fascist Ideology: From Cultural Rebellion to Political Revolution.

The most practical implementation of the critical theory was the curricular project at the Autonomous Metropolitan University of Xochimilco where an innovative modular system was established during the late 1970s. In contrast to curricular organization via the academic disciplines, this system required multidisciplinary integrations of academic knowledge, identifying for each profession urgent social problems, which became known as the “objectives of transformation” (Chapter 3). Modular Study Plan by Transformational Objectives The Modular Study Plan by Transformational Objectives was a “highly advanced” concept from the curricular point of view.

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