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Engendering Curriculum History.

Author: Petra Hendry
Publisher: Hoboken : Taylor & Francis, 2011.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
How can curriculum history be re-envisioned from a feminist, poststructuralist perspective? Engendering Curriculum History disrupts dominant notions of history as linear, as inevitable progress, and as embedded in the individual. This conversation requires a history that seeks re-memberance not representation, reflexivity not linearity, and responsibility not truth. Rejecting a compensatory approach to rewriting  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Hendry, Petra.
Engendering Curriculum History.
Hoboken : Taylor & Francis, ©2011
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Petra Hendry
ISBN: 9781136881596 113688159X 9780203839003 0203839005
OCLC Number: 773564533
Description: 1 online resource (273 pages)
Contents: Cover; Engendering curriculum history; Copyright; Contents; Preface; Acknowledgments; Introduction; 1. Engendering Curriculum History; 2. Imaging Curriculum; 3. Embodying Curriculum; 4. Decolonizing Curriculum; 5. Unsettling Curriculum; 6. Experiencing Curriculum; 7. The Future of the Past; Notes; References; Index.

Abstract:

How can curriculum history be re-envisioned from a feminist, poststructuralist perspective? Engendering Curriculum History disrupts dominant notions of history as linear, as inevitable progress, and as embedded in the individual. This conversation requires a history that seeks re-memberance not representation, reflexivity not linearity, and responsibility not truth. Rejecting a compensatory approach to rewriting history, which leaves dominant historical categories and periodization intact, Hendry examines how the narrative structures of curriculum histories are implicated in the construction o.

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"Curriculum history, explains Hendry, transcends the history of schools to examine the social, political, and cultural dynamics of knowledge and learning. She argues that this history must be brought Read more...

 
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