Curriculum Spaces: Discourse, Postmodern Theory and Educational Research
Historically, moves and counter-moves to define «curriculum» have occurred within highly contested terrain. This book studies curriculum as a discursively produced historically, socially, politically and economically inscribed epistemological space. This epistemological approach to studying the knowing subject and research positionality highlights the importance of understanding how we know what we know. This book presents a three-pronged approach - bringing together curriculum theory, educational research theory, and exemplars of research projects. Curriculum Spaces is an avant-garde research theory that analyzes the discursive production of knowing by drawing upon a number of theories (e.g., critical discourse theories and postmodern theories) to provide a unique lens on education in this historic moment.
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Bhabha Britzman Brodie Cary chapter Charter School Chesney-Lind citizen citizenship Clifford colonizing complicated concept constructivist critical discourse analysis Curriculum Spaces Research curriculum theory danger delinquent deterritorialization deviant subject diasporic discourses that frame discursive practices discursive production discussion dominant educational discourses educational research effects of power embedded embrace novel emerged epistemological assumptions epistemological spaces essentialist exclusion female juvenile offenders feminist feminized field film focus Foucault gender girls highlights historical historicize im/possibility individual interrupt issues knowing knowledge Lather Maanen Marcus and Fischer methodology modernist move multicultural education narrative normalizing notions Odem pedagogy perspective political Popkewitz 1998c populist positionality possible postcolonial postmodern ethnography poststructural presented produced professional race realist redemptive culture regimes of truth reinscribing reveal Serres with Latour sexual shaped social and educational social constructions social education society Spaces Research Theory status offenses story subject position suggests teaching texts total institutions understanding unhomely Visweswaran voice