By William F. Pinar (auth.)
Assembles essays addressing the routine query of the 'subject,' understood either as human individual and faculty topic, thereby elaborating the subjective and disciplinary personality of curriculum studies.
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Extra resources for The Character of Curriculum Studies: Bildung, Currere, and the Recurring Question of the Subject
It is reproduction theory that reproduces itself. The giants represented the scale but not the specificity of what Don Quixote saw. The question of representation becomes, E. ” (1995, 213). How can we claim to know what is there without examining the subjective “apparatus” by which we apprehend the “there”? , reproduction and resistance), “criticalists” (Kincheloe 2007, 22) instantiate a “capitalism” completely independent of them, as if their own utterances and the academic system in which they circulate were not also commodities circulating in systems of exchange.
A cosmopolitan curriculum, then, acknowledges difference in efforts to understand reality, as it was, is now, and might be. The verb is crucial, as the promotion of difference, or particularism, is a provincialism. Like education itself, cosmopolitanism is imperfect, as Sharon Todd notes (2009). Like multiculturalism— as Sneja Gunew (2004, 1) explains— cosmopolitanism is also situated, to be invoked when affirmations of difference become politically and educationally appropriate, that is during times of trouble.
Ato Sekyi-Otu (1996, 10) Minus self-knowledge, resistance to power risks becoming a repetition compulsion. Stripped of subjectivity and historicity, power becomes a projection that only reproduces itself. There is something “there” all right, but without addressing the apparatus that experiences the “something” and the “there,” reality reduces to social currents that only sweep one away. Floundering in a sea of sociality, action becomes quixotic, as one’s voice becomes increasingly shrill as one moves farther away from shore.