Curriculum Studies Handbook - The Next Moment

Malewski, Erik

doi:10.4324/9780203877791

Cited by 40 publications

(21 citation statements)

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“…For what remains intimate to much contemporary education and educational research but the latent presumption that the world conforms to human thought, or rather, that the world exists by dint of our ability to think it. From the rationalist ideals of Humanism and the industrial imaginary advanced via modern educational research (see Bobbitt, 1924;Taylor, 1911;Tyler, 1949) to the proliferation of 'self-centered' and hermeneutic orientations in the contemporary period (see Kridel, 2010;Malewski, 2009), educational research maintains a philosophy of access persistent in its supposition that the world is given to [human] thought (Meillassoux, 2008). While such thought is undoubtedly varied, it nevertheless presumes the adequation of thinking to the Real, or rather, that reality exists because of our ability to think it.…”

Section: Research In a More Than Human Worldmentioning

confidence: 98%

Pedagogy at the brink of the post-anthropocene

Wallin

2016

Educational Philosophy and Theory

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The significance of educational research is today predicated on its ability to engage with the ecological, economic, and political challenges of the anthropocene, for where we might take seriously education's commitment to the future necessitates a sustained encounter with the implications and questions raised in the wake of 'our' mutated planetary ecology. To repeat in the image of those educational practices, models and patterns of thinking that have contributed to the contemporary ecological crisis of the planet falls gravely short of apprehending what it might entail to live (and die) in the contemporary moment. Yet further, where education is intimate to teleology, it is today clear that the image of the future posited educationally has fallen out of synch with the 'outside thought' of ecocatastrophe, or rather, our being 'thought' from the inhuman perspective of a planet destined to go on without us. Educationally, this threat poses a quite remarkable opportunity, for where human thought might be doomed to extinction, the question of how and where we might think assumes urgency. In this vein, this essay explores the wisdom that 'we' are and will be thought from perspectives alien to human desire becomes a catalyst for how educational research might be rethought otherwise in a more-than-human world.

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Section: Research In a More Than Human Worldmentioning

confidence: 98%

Pedagogy at the brink of the post-anthropocene

Wallin

2016

Educational Philosophy and Theory

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“…While there is indeed much overlap between these discussions and the ideas presented in this article, my understandings of these terms lies at the intersection of critical geography (Helfenbein, 2004(Helfenbein, , 2006(Helfenbein, , 2009Helfenbein & Taylor, 2009), interpretive research in education (Anderson, 2009;Nespor, 1997;Sobel, 1998), and curriculum studies (Baker, 2010;Malewski, 2009;Pinar, Reynolds, Slattery, & Taubman, 1995).…”

Section: Taboo Spring 2013mentioning

confidence: 99%

“…This article, however, offers a mapping of curriculum as it conceptualized in the field of curriculum studies (e.g., Baker, 2010;Malewski, 2009;Pinar, Reynolds, Slattery, & Taubman, 1995). Therefore, rather than turning to the sequentially predetermined process of curriculum mapping, this sonic mapping is derived from recent arguments for the possibilities of critical geography within the field of curriculum studies.…”

Section: Taboo Spring 2013mentioning

confidence: 99%

“…It is (1) a case drawn from an ethnography focused on sounds that (2) uses sounds methodologically in order to (3) critically attend to nested layers of a students' sonic identity. As such, this article lies at the intersection of sonic ethnography (Gershon, in press a; Gershon & The Listening to the Sounds of Science Project, 2012), curriculum studies (e.g., Pinar, Reynolds, Slattery, & Taubman, 1995;Malewski, 2009), and critical geography in education (Helfenbein, 2004(Helfenbein, , 2009). …”

Section: Taboo Spring 2013mentioning

confidence: 99%

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Sonic Cartography: Mapping Space, Place, Race, and Identity in an Urban Middle School

Gershon¹

2017

Taboo

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“…Background for this presentation derives from a rich history of curriculum studies in the United States, which has had world-wide influence (e.g., Caswell & Campbell, 1935Connelly, He, & Phillion, 2008;Eisner, 1979;He, Schultz, & Schubert, 2015;Husen & Postlethwaite, 1994;Jackson, 1994;Kliebard, 1986;Kridel, 2010;Lewy, 1991;Marsh & Willis, 2007;Marshall, Sears, Allen, Roberts, & Schubert, 2007;Malewski, 2009;McCutcheon, 1995;Pinar, Reynolds, Slattery, & Taubman, 1995;Seguel, 1966;Skilbeck, 1984b;Smith, Stanley, & Shores, 1957;Tanner & Tanner, 1975Tyler, 1949;Willis, 1978;Willis, Schubert, Bullough, Kridel, & Holton, 1993). All of these sources directly or indirectly address curriculum evaluation.…”

Section: Perspectives On Evaluation From Curricular Contextsmentioning

confidence: 99%

Perspectives on evaluation from curricular contexts

Schubert

2018

EPAA

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Educational issues in nations throughout the world center on teacher and student evaluation, leading to much consternation. The root of debate stretches to curriculum questions that directly address matters of worth or value. Examining evaluation of education at any level through curricular lenses increases its complexity. First, complexity is approached by focusing on three broad categories that can be framed as questions: What are value considerations in foundations of curriculum? What is worthwhile for subsequent generations? How should we evaluate extant impacts of curricular venues? Second, perspectives on the complexity of evaluation based in curriculum studies are advanced through responses from five orientations to curriculum: Intellectual Traditionalist, Social Behaviorist, Experientialist, Critical Reconstructionist, and Postmodern Global Anti-Imperialist. Each offers a perspective worth considering by those who wish to improve curriculum and its evaluation. Education Policy Analysis Archives Vol. 26 No. 47 SPECIAL ISSUE 2Keywords: evaluation; curriculum; intellectual traditionalists, social behaviorists, experientialists, critical reconstructionists, postmodernists, anti-imperialists Perspectivas sobre la evaluación desde contextos curriculares Resumen: En todas las naciones del mundo los principales temas a discusión se centran en la evaluación de maestros y estudiantes, causando mucha consternación. La raíz del debate alcanza cuestiones curriculares que convocan directamente temas de valoración; examinar la evaluación educativa de cualquier nivel a través de lentes curriculares incrementa la complejidad. En primer término, la complejidad se trata centrándonos en tres grandes categorías que pueden formularse como preguntas: ¿Cuáles son las consideraciones valorativas en los fundamentos del curriculum? ¿Qué es valioso para las próximas generaciones? ¿Cómo podemos evaluar los impactos de los procesos y espacios curriculares? En segundo, las perspectivas sobre la complejidad de la evaluación basada en estudios curriculares se analizan mediante respuestas que ofrecen cinco orientaciones curriculares: la intelectual tradicionalista, la conductista social, la experiencialista, la reconstruccionista crítica y la posmoderna global. Cada una ofrece una perspectiva que merece ser considerada por quienes desean mejorar el curriculum y su evaluación. Palabras-clave: evaluación; curriculum; intelectual tradicionalista; conductista social; experiencialista; reconstruccionista crítica; posmodernista; antiimperialista

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Curriculum Studies Handbook - The Next Moment

Cited by 40 publications

References 0 publications

Pedagogy at the brink of the post-anthropocene

Pedagogy at the brink of the post-anthropocene

Sonic Cartography: Mapping Space, Place, Race, and Identity in an Urban Middle School

Perspectives on evaluation from curricular contexts

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