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ERIC Number: EJ1157449
Record Type: Journal
Publication Date: 2017
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1927-2677
Curriculum as a Discourse: Using Critical Discourse Analysis to Revive Curriculum Reconceptualists' Thought
Harb, Majed
Journal of Curriculum and Teaching, v6 n1 p58-64 2017
Curriculum reconceptualists seek to reshape the field of curriculum studies. Unlike traditional curricularists, they reprobate the technical approach of curriculum development because of its pure functional and managerial tendency. Reconceptualists look at curriculum from various philosophy-saturated perspectives. One of their claims is considering curriculum as a discourse, and the main task curricularists have to cope with is to understand this discourse. Unfortunately, reconceptualists penetrate deeply into philosophy without offering a clear practical vision that helps them transform their insights. In this paper, I argue that reconceptualists can bridge the gap through considering Critical Discourse Analysis (CDA) assumptions. The idea of understanding curriculum as a discourse could be theoretically and practically detected when employing (CDA).
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A