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ERIC Number: EJ896936
Record Type: Journal
Publication Date: 2010-Sep
Pages: 15
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1360-3116
The End/s of Education: Complexity and the Conundrum of the Inclusive Educational Curriculum
Osberg, Deborah; Biesta, Gert
International Journal of Inclusive Education, v14 n6 p593-607 Sep 2010
The conundrum of the inclusive educational curriculum is that the more inclusive a curriculum becomes in practice, the less inclusive it becomes in principle. In this paper we explain the conundrum and argue that its appearance is a product of what could be called "object-based" logic which is underpinned by a deterministic understanding of causality. As long as we employ object-based logic to think about the curriculum, we cannot avoid asking what a curriculum is "for". Whoever answers this question necessarily excludes other possibilities. We argue that a relational or "complex" understanding of causality, which is shared by complexity theories, poststructural theories, deconstruction and Deweyan pragmatism, offers a way out of the conundrum by offering a different understanding of process and hence "the guiding role" of the curriculum in the educational process. In allowing the possibility of a guiding role for the curriculum, while dispensing with the need for a curricular "end", complex logic can inform an understanding of curriculum which succeeds where humanistic education in its various forms has failed. (Contains 5 figures and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A