NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1200097
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0272
Contemporary Curriculum Theorizing: Crisis and Resolution
Deng, Zongyi
Journal of Curriculum Studies, v50 n6 p691-710 2018
Using the 'medical' framework (symptoms, diagnosis and prescription) in Schwab's the Practical 1 article, I analyze the current state of contemporary curriculum theorizing as a result of the reconceptualist movement. I argue that curriculum theorizing is in serious crisis due to the loss of the original subject of curriculum studies--practice and the inner work of schooling as a complex institution. Furthermore, I contend that the crisis has to do with the task of theorizing being mistakenly viewed as the pursuit of 'complicated' curriculum understanding, together with an uncritical embrace of postmodernism and related discourses. Based on Schwab's the Practical and informed by the German "Didaktik" tradition, I propose a way forward to overcome the crisis and to revive curriculum theorizing that matters in practice and in the world of schooling for the twenty-first century in terms of three propositions. First, curriculum studies is a distinctive field/discipline centrally concerned with practice for the advancement of education. Second, practice and the inner work of schooling provide the essential starting point and subject matter for theorizing. Third, curriculum theorizing requires the use of theories in an eclectic, critical and creative manner.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A