Curriculum: toward new identities

by William F. Pinar

This collection of essays by established writers in postmodern pedagogy stakes out new conceptual territories, redefines the field, and presents a complete review of contemporary curriculum practice and theory in a single volume
Drawing upon contemporary research in political, feminist, theological, literary, and racial theory, this anthology reformulates the research methodologies of the discipline and creates a new paradigm for the study of curriculum into the next century. The contributors consider gender, identity, narrative and autobiography as vehicles for reviewing the current and future state of curriculum studies.Special Features
Presents new essays by established writers in postmodern pedagogy, Reviews curriculum studies through the filters of race, gender, identity, nattative, and autobiography, Offers in a single, affordable volume a complete review of contemporary curriculum practice and theory.

428 pages, Paperback

First published January 1, 1998

About the author

William Pinar (born 1947) is an American educator, curriculum theorist and international studies scholar. Known for his work in the area of curriculum theory, Pinar is strongly associated with the reconceptualist movement in curriculum theory since the early 1970s. In the early 1970s, along with Madeleine Grumet, Pinar introduced the notion of currere, shifting in a radical manner the notion of curriculum as a noun to curriculum as a verb.[1] Apart from his fundamental contributions to theory, Pinar is notable for establishing the Journal of Curriculum Theorizing, founding the Bergamo Conference on Curriculum Theory and Classroom Practice, and founding the International Association for the Advancement of Curriculum Studies.

Although Pinar is known best for his publications concerning curriculum theory, he has also spoken about and written on many other topics, including education, cultural studies, international studies, and queer studies.
(from wikipedia)

Reviews

[Ethan Park · Rating 5 out of 5]

An interesting mix of feminist psychoanalytic theory and a critical attempt at defining what a “proper” and “humane” education might look like. I can tell these authors care a lot (the satirical touch here is intentional). Truly unimportant outside of the classroom (higher-education more specifically), but important work for anybody seeking to unravel the ethics of teaching and facilitating a classroom discourse that might undo its historical insistence on western theory. Strangely, an alienated text that seeks to in-alienate education from those whose voices might be suppressed.