Engendering Curriculum History
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Description
How can curriculum history be re-envisioned from a feminist, poststructuralist perspective? Engendering Curriculum History disrupts dominant notions of history as linear, as inevitable progress, and as embedded in the individual. This conversation requires a history that seeks re-memberance not representation, reflexivity not linearity, and responsibility not truth. Rejecting a compensatory approach to rewriting history, which leaves dominant historical categories and periodization intact, Hendry examines how the narrative structures of curriculum histories are implicated in the construction of gendered subjects. Five central chapters take up a particular discourse (wisdom, the body, colonization, progressivism and pragmatism) to excavate the subject identities made possible across time and space. Curriculum history is understood as an emergent, not a finished, processnbsp;- as an unending dialogue that creates spaces for conversation in which multiple, conflicting, paradoxical and contradictory interpretations can be generated as a means to stimulate more questions, not grand narratives.
Link to Catalog
LOC Call Number
LB1570 .H455 2011
ISBN
9780415885669
Publication Date
2011
Department
School of Education
Publisher
Routledge
City
New York
Recommended Citation
Hendry, Petra Munro, "Engendering Curriculum History" (2011).