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Understanding the School Curriculum: Theory, Politics and Principles

Authors

  • Daeyoung Goh The University of British Columbia

DOI:

https://doi.org/10.25071/1916-4467.40551

Keywords:

curriculum studies, curriculum theory, knowledge, society, repair curriculum, curriculum dynamikos

Abstract

Alex Moore’s (2015) Understanding the School Curriculum: Theory, Politics and Principles explores how the school curriculum works through its becoming as it navigates reproductive paranoia and (r)evolutionary schizophrenia. Moore suggests that the school curriculum inevitably intersects with political and socio-economic interests as well as the globalization movement. In this light, the book stimulates the reader to ponder questions such as, “Who decides what kind of knowledge we should have in this wider, ever-changing world?” and “How have issues around knowledge developed with the school curriculum?” and “What sort of future could educators imagine for alternative knowledge, educational practice and society?” Such questions haunt the book, while promoting the educator and the learner to risk weaving a creative becoming and thereby moving the realm of knowledge from the boundary of instrumental rationality to the horizon of dynamics of humanity.

Author Biography

Daeyoung Goh, The University of British Columbia

Daeyoung Goh is a doctoral student at the University of British Columbia. His research interest lies in curriculum theory and the potential of sound in complexifying cross-cultural consciousness and knowledge.

References

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Bobbitt, J. F. (2012). The curriculum. Forgotten Books. (Original work published 1918)

Coleman, R., & Ringrose, J. (2013). Introduction. In Deleuze and research methodologies (pp. 1-22). Edinburgh University Press.

Deleuze, G., & Guattari, F. (2004). A thousand plateaus: Capitalism and schizophrenia

(B. Massumi, Trans.). Continuum. (Original work published 1977)

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Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835-854. https://doi.org/10.1016/S0742-051X(98)00025-0

Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811-826. https://doi.org/10.1016/S0742-051X(00)00028-7

Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056-1080. https://doi.org/10.1111/0161-4681.00142

Ikeda, D. (2005). Foreword. In N. Noddings (Ed.), Educating citizens for global awareness (pp. ix-xii). Teachers College Press.

Moore, A. (2015). Understanding the school curriculum: Theory, politics and principles. Routledge.

Nussbaum, M. C. (2010). Not for profit: Why democracy needs the humanities. Princeton University Press.

Sawyer, R. K. (2005). Music and conversation. In D. Miell, R. Macdonald, & D. J. Hargreaves (Eds.), Musical communication (pp. 45-60). Oxford University Press.

Tyler, R. W. (1949). Basic principles of curriculum and instruction. University of Chicago Press.

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Published

13-12-2021

Versions

How to Cite

Goh, D. (2021). Understanding the School Curriculum: Theory, Politics and Principles. Journal of the Canadian Association for Curriculum Studies, 19(1), 129–136. https://doi.org/10.25071/1916-4467.40551

Issue

Vol. 19 No. 1 (2021)

Section

Book Reviews / Recensions

License

Copyright (c) 2021 Daeyoung Goh

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Copyright for work published in JCACS belongs to the authors. All work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International license.