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ERIC Number: EJ1000038
Record Type: Journal
Publication Date: 2012
Pages: 30
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1467-9620
The Long March toward Revitalization: Developing Standpoint in Curriculum Studies
Au, Wayne
Teachers College Record, v114 n5 2012
Background/Context: There historically exists significant epistemological and political tension within the field of curriculum studies. Further, although there is some application of standpoint theory in educational research generally, and little used within curriculum studies specifically, much of it is undertheorized at best and, in many cases, misapplied or misunderstood. Purpose/Objective/Research Question/Focus of Study: The purpose of this article is to offer a potential resolution to the epistemological and political tension within the field of curriculum studies through the development of a conception of curricular standpoint that recognizes the dialectical relationship between the subjectivity of experience and the materiality of social and economic relations. Another purpose of this article is both to illustrate curricular standpoint as both a methodological tool for analysis and to justify a politics of social justice in classroom practice. Research Design: This study is designed as an analytic essay that addresses critical issues within curriculum studies, develops a conceptual framework to address those issues, and analyzes concrete examples that illustrate the conceptual framework. Conclusions/Recommendations: This study concludes that the framework for curricular standpoint can serve as a viable methodological tool for curriculum studies to overcome its ongoing epistemological and political tensions, and as an epistemologically strong orientation for the curriculum taught by classroom teachers.
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A