Critical Curriculum Studies
Education, Awareness and the Politics of Knowledge
DOI:
https://doi.org/10.24310/mgnmar.v3i2.13889Keywords:
curriculum, education and culture, critical pedagogy, educational policyAbstract
The book presented here, "Critical Curriculum Studies. Education, Awareness and the Politics of Knowledge", takes up critically one of the fundamental cores of any serious discussion about education and the values that underpin it: the school curriculum. In this sense, Wayne Au, professor at the School of Educational Studies at the University of Washington, places the dialectical relationship between curriculum, critical consciousness and students' understanding of the world around them as the main focus of his work. For Wayne Au, asking about the accessibility of knowledge and how it is structured in the curriculum is related to the question of how power is distributed in schools and in society. Throughout the six chapters that make up this book, the author offers us a solid conceptual and empirical basis on how to construct the curriculum in an alternative way to the supremacy of technical rationality, the competence and standardisation of contemporary educational practices. A recommended reading for all those interested in the relationship between culture and education, in which they will find a proposal committed to those educational practices that take as a starting point for curriculum creation those points of view that have been relegated to a subaltern position in the hegemonic curricula.
Downloads
Metrics
References
Bernstein, B. (2001). La estructura del discurso pedagógico. Morata.
Harding, S. (2004). “Rethinking standpoint epistemology: What is “strong objectivity”?” En S. Harding (Ed.), The feminist standpoint reader (pp. 127-40). Routledge.
Hartsock, N. (1998). The feminist standpoint revisited other essays. Westview Press.
Huebner, D. (1976). The moribund curriculum field: it’s wake and our work. Currículo Inquiry, 6(2), 153-167. https://doi.org/10.2307/1179760
Lukács, G. (1969). Historia y Conciencia de Clase. Grijalbo.
Schwab, J. J. (1969). The Practical: A Language for Curriculum. School Review, 78(1), 1-23. https://doi.org/10.1086/442881
Vygotski, L. S. (1979). El desarrollo de los procesos psicológicos superiores. Crítica.
Downloads
Published
How to Cite
Issue
Section
License
The editorial team of Márgenes supports an open Access policy of scientific knowledge. apostamos claramente por una política de acceso abierto del conocimiento científico (see Berlin Declaration).
Authors with work published in this journal accept the following conditions:
- This journal provides immediate free access to its content under the principle of making research freely available to the public. All contents published in Márgenes are subject to the Creative Commons Reconocimiento-SinObraDerivada 4.0 Internacional
It is the responsibility of the authors to obtain the necessary permissions of the images that are subject to copyright.
Authors whose contributions are accepted for publication in this journal will retain the non-exclusive right to use their contributions for academic, research and educational purposes, including self-archiving or deposit in open-access repositories of any kind.
The electronic edition of this magazine is edited by the Editorial of the University of Malaga (UmaEditorial), being necessary to cite the origin in any partial or total reproduction.
- Authors can enter into other additional independent contractual agreements for the non-exclusive distribution of the version of the article published in this journal (e.g. including it in an institutional repository or publishing it in a book) on the condition that they clearly indicate that the work was originally published in this journal.
- Authors are allowed and recommended to publish their work on the Internet (for example on institutional and personal websites), before and after the publication, as this could lead to constructive exchanges and a more extensive and quick circulation of published works (see The Effect of Open Access).
