Search results for: a-lacanian-theory-of-curriculum-in-higher-education

A Lacanian Theory of Curriculum in Higher Education

Author : Fernando M. Murillo
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This volume presents a distinctively Lacanian psychoanalytic approach to the theorizing, understanding, and critique of curriculum in higher education. In this work, the author presents the main theories of curriculum in the current discourse, develops a notion of critique, and applies it to existing global guidelines for curriculum reform. Relying on the architectonic of the subject as developed across the work of Jacques Lacan—expressed in the registers of the Symbolic, the Imaginary, and the Real—the author provides a new approach to understanding curriculum in terms of the psychic dynamics that explain its workings.

Encyclopedia of Curriculum Studies

Author : Craig Kridel
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The Encyclopedia of Curriculum Studies provides a comprehensive introduction to the academic field of curriculum studies for the scholar, student, teacher, and administrator. The study of curriculum, beginning in the early 20th century, served primarily the areas of school administration and teaching and was seen as a method to design and develop programs of study. The field subsequently expanded to draw upon disciplines from the arts, humanities, and social sciences and to examine larger educational forces and their effects upon the individual, society, and conceptions of knowledge. Curriculum studies has now emerged to embrace an expansive and contested conception of academic scholarship while focusing upon a diverse and complex dynamic among educational experiences, practices, settings, actions, and theories in relation to personal and institutional needs and interests. The Encyclopedia of Curriculum Studies serves to inform and to introduce terms, events, documents, biographies, and concepts to assist the reader in understanding aspects of this rapidly changing field of study. Representative topics include: Origins, definitions, dimensions, and variations on Curriculum Studies Curriculum development and design for schools Curricular purpose, implementation, and evaluation Contemporary issues, e.g., standards, tests, and accountability Curricular dimensions of teaching and teacher education Interdisciplinary perspectives on institutionalized curriculum Informal curricula of homes, mass media, workplaces, organizations, and relationships Impact of race, class, gender, health, belief, appearance, place, ethnicity, language Relationships of curriculum and poverty, wealth, and related factors Modes of curriculum inquiry and research Curriculum as cultural studies, exploring the formation of identities and possibilities Corporate, state, church, and military influence as curriculum Global and international perspectives on curriculum Curriculum organizations, journals, and resources Summaries of books and articles on curriculum studies Biographic vignettes of key persons in curriculum studies Relevant photographs

Jacques Lacan and Education

Author : Donyell L. Roseboro
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This is an introductory level text with emphasis on Lacan’s theoretical relationship to education and which uses Lacan’s theories as a springboard for a different educational discourse, one that forces us to assess inward rather than outward.

Higher Education Hauntologies

Author : Vivienne Bozalek
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Higher Education Hauntologies considers how higher education might benefit from thinking about Derrida’s notion of hauntology and its implications for a justice-to-come. It contributes to the imperative to rethink the university across and with/in global geopolitical spaces and, thus, has appeal for both Southern and international contexts. The book includes ideas which push boundaries that previously served higher education teachers and scholars and proposes new imaginaries of higher education. Additionally, the collection makes a contribution to ongoing debates about the epistemological, ethical, ontological and political implications of hauntology in higher education policies and practices, particularly in line with contemporary concerns for more socially just possibilities and visions in higher education. This book will be of great interest for academics, researchers and postgraduate students of posthumanism and new materialism who are looking for new perspectives to engage with, and for those who are concerned about a justice-to-come in education, higher education, and educational theory and policy.

Jacques Lacan and Education

Author : Donyell L. Roseboro
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This is an introductory level text with emphasis on Lacan's theoretical relationship to education and which uses Lacan's theories as a springboard for a different educational discourse, one that forces us to assess inward rather than outward. To move beyond the linear nature of schools, a context exacerbated by developmental psychologists like Piaget and Erikson who theorized that we can understand children's development in stages, the author argues that Lacan's theories allow us to holistically educate - to teach cognizant of the relationship between interior and exterior spaces, between the unspoken and the heard. The text serves four purposes: 1) to translate Lacan's primary ideas into language appropriate for introductory level college students, 2) to examine identity in ways that are relevant across disciplines, 3) to re-frame Lacan's work with post-structuralist and postmodern theories and, in so doing, create a distinctive analysis of the self predefined yet reinvented, and 4) to juxtapose Lacan's work with post-formal thinking and theorize about his relevance to public education. This book is purposefully organized with specific emphasis on Lacan's work as a teacher and the ways in which his theories complicate current accountability standards in the United States which insist that "good" teaching and learning is quantifiable. The author foregrounds Lacan's concepts of identity and language and analyzes those in parallel to the discourses of democratic education. Lacan's theories do provide some indelible possibilities for public education in the twenty-first century. Considering his relevance to post-structuralism, post-formalism, post colonialism, and postmodernism, a Lacanian perspective of public education would defy the current standardization of curriculum in the wake of No Child Left Behind (NCLB) mandates. Using Lacan, the author re-envisions public education as a process which encourages the distinctiveness of students, challenges normative assumptions about what a "good" student is, and demands that teachers facilitate student understanding of multiple truths but that teachers also engage in an honest reconstruction of history-one that acknowledges the brutality of conquest, the arrogance of imperialism, and the illusiveness/elusiveness of peace. Using the South African Truth and Reconciliation process as a framework, the author ends by constructing a model for public education which is grounded in "truth-telling" in public spaces, "witnessing" as a political practice, and educating as purposeful work. A Lacanian, post-formal curriculum, at its core, thus requires that we seek and identify truths, we work to become integrated beings by hearing the unconscious (that which we do not want to or cannot face), and that we educate for goodness and wholeness. This book is ultimately a call to re-envision the current public educational system in the U.S., a call to admit that it has inexcusably failed far too many children, and a call to construct entirely different possibilities.

Research on Becoming an English Teacher

Author : Tony Brown
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Research on Becoming an English Teacher considers the process of becoming a teacher from a variety of perspectives, where the ambition is to consider how people can change themselves within that process. By pursuing an approach influenced by the psychoanalytic theory of Jacques Lacan, the authors consider practitioner research as an approach to professional and personal development, and how it might be understood as a strategy within both teaching and teacher education. Taking English teaching as the main example, this book explores the processes and discourses that shape the experience of English teaching in schools. Chapters consider the origin and development of English education, practice and theory in English education, the process of becoming a teacher in school-based environments and creating an analytical space for learning narratives in teacher education. This book will be of interest to academics, researchers and post-graduate students in the fields of teacher education, curriculum studies, educational theory and educational psychology.

Gender And The Changing Face Of Higher Education A Feminized Future

Author : Leathwood, Carole
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Drawing on international and national data, theory and research, Gender and the Changing Face of Higher Education provides an accessible but nuanced discussion of the 'feminization' of higher education for postgraduates, policy-makers and academics working in the field.

Freud Lacan Zizek and Education

Author : Claudia Lapping
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All areas of education policy and practice are driven by unconscious investments in ignorance, or idealised images of transformation of the individual, society and economy. The promise of fulfilment and associated threats of disappointment or destruction tend to dominate conscious accounts of education. Other more vulnerable or unspeakable aspects of our engagements with education are covered over when we account for learning, and justify teaching as professionals, policy makers and researchers; but they leak out in slips, lapses, emphasis, paradox and contradiction. Freud’s account of resistance and repetition; Lacan’s theorisation of the role of language and desire; and Zizek’s elaboration of these ideas in a theory of ideology and enjoyment – all provide tools for exploring the vulnerable, uncomfortable and often surprising other side of education: the hidden, unconscious and unspoken desires that we invest in educational institutions and practices. This collection offers glimpses of this other side of education produced in empirical studies using a variety of methodological approaches: practice-based theoretical speculation, policy analysis, ethnography, interviews and free associative methods, as well as ideological critique of the field of critical educational practice and research. The book foregrounds political and unconscious aspects of investments in the fields of education and educational research. The chapters in this book were originally published as articles in Taylor and Francis journals.

Disavowed Knowledge

Author : Peter Maas Taubman
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This is the first and only book to detail the history of the century-long relationship between education and psychoanalysis. Relying on primary and secondary sources, it provides not only a historical context but also a psychoanalytically informed analysis. In considering what it means to think about teaching from a psychoanalytic perspective and in reviewing the various approaches to and theories about teaching and curriculum that have been informed by psychoanalysis in the twentieth century, Taubman uses the concept of disavowal and focuses on the effects of disavowed knowledge within both psychoanalysis and education and on the relationship between them. Tracing three historical periods of the waxing and waning of the medical/therapeutic and emancipatory projects of psychoanalysis and education, the thrust of the book is for psychoanalysis and education to come together as an emancipatory project. Supplementing the recent work of educational scholars using psychoanalytic concepts to understand teaching, education, and schooling, it works to articulate the stranded histories ─ the history of what could have been and might still be in the relationship between psychoanalysis and education.

Thinking Education Through Alain Badiou

Author : Kent den Heyer
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Thinking Education Through Alain Badiou represents the first collection to explore the educational implications of French philosopher Alain Badiou's challenge to contemporary philosophical orthodoxy put forth in his 1993 work, Ethics: An Essay on the Understanding of Evil. Represents the first collection of work in education to grapple with what Alain Badiou might mean for the enterprise of schooling Takes up Badiou's challenge to contemporary and conventional Anglo-American doxa Includes original essays by experts in several different educational fields

Teacher Education in England

Author : Tony Brown
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Models of teacher education in England have undergone major upheaval in recent years. Teacher Education in England draws on the experiences of some of the people directly involved in these changes and explores the implications that they have had on their professional lives. The book also explores the challenges faced by universities in responding to the ascendance of school-led teacher training and the ways in which this impacts on conceptions of teacher education more generally, in England and beyond. Drawing on 150 interviews with teacher educators and trainees, this book documents how the systemic changes to teacher education have been implemented and explores the impact of these changes on the people directly affected by them. Presenting insider accounts, the book shows that the structural adjustments have impacted on many dimensions of teacher education that had characterised university input and that they have also unsettled more familiar understandings of professional identity and staffing composition. Demonstrating that the redistribution of teacher education across new apparatuses bolsters market forces, whilst maintaining the option of creating new forms of training that transcend established boundaries, Brown also explores the opportunities that are opened up by the new models. Teacher Education in England is the first substantial study to focus on School Direct since its implementation in 2013. As such, the book should be of great interest to academics, researchers and postgraduate students engaged in the study of teacher education and educational policy. It should also be essential reading for teacher educators, as well as teachers and trainee teachers.

Mapping Equity and Quality in Mathematics Education

Author : Bill Atweh
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Concerns about quality mathematics education are often posed in terms of the types of mathematics that are worthwhile and valuable for both the student and society in general, and about how to best support students so that they can develop this mathematics. Concerns about equity are about who is excluded from the opportunity to develop quality mathematics within our current practices and systems, and about how to remove social barriers that systematically disadvantage those students. This collection of chapters summarises our learning about the achievement of both equity and quality agendas in mathematics education and to move forward the debate on their importance for the field.

Mathematics Education within the Postmodern

Author : Margaret Walshaw
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This timely and accessible book presents a challenge to accepted wisdoms about both the nature of mathematics and of education. The authors of this groundbreaking volume bring to bear on this intersection a postmodern sensibility that engages with the grand narratives of mathematics education. Thus they provide a key resource for rethinking theory and practice in mathematics education. Each of the chapters develops important insights for mathematics education from mainly French intellectuals of the past: Foucault, Lacan, Lyotard, Deleuze. Each chapter addresses issues relevant to mathematics education, researching and teaching mathematics.

Understanding the School Curriculum

Author : Alex Moore
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At a time of rapid social change and numerous policy initiatives, there is a need to question the nature and function of school curricula and the purposes of formal public education. Comparing curriculum developments around the globe, Understanding the School Curriculum draws on a range of educational, philosophical and sociological theories to examine the question ‘What is a curriculum for?’ In considering different answers to this fundamental question, it explores a range of topical issues and debates, including: tensions and dynamics within curriculum policy The implications of uncertainty and rapid social change for curriculum development the positive and negative influence of free market ideologies on public education the impact of globalization and digital technologies arguments for and against common core curricula and state control It examines the possibility of a school curriculum that is not shaped and monitored by dominant interests but that has as its founding principles the promotion of responsibility, responsiveness, a love of learning, and a sense of wonder and respect for the natural and social world. Understanding the School Curriculum is for all students following undergraduate and Masters courses in curriculum, public policy and education-related subjects. It is also for all training and practising teachers who wish to combine a deeper understanding of major curriculum issues with a critical understanding of the ways in which ideologies impact on formal state education, and to consider ways of producing school curricula that are appropriate to the times we live in.

Youth Education and Sexualities K Z

Author : James Thomas Sears
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Featuring more than 200 entries, this work is an authoritative source for educators, researchers and students seeking an understanding of lesbian, gay, bisexual, and transgender (LGBT) youth. This work examines policy, practice and research concerning youth who are often the victims of bullying and harassment.

Internationalizing Curriculum Studies

Author : Cristyne Hébert
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This book seeks to understand how to internationalize curriculum without imperializing or imposing the old, colonial, and so-called first-world conceptualizations of education, teaching, and learning. The collection draws on the groundbreaking work of Dwayne Huebner in order to invite scholars into conversation with histories of curriculum studies and to posit them within it, opening up new spaces to work in and through curricular issues. This book will appeal to scholars, teachers, and students looking to reconceptualize international curriculum development and theory.

Disrupting Higher Education Curriculum

Author : Michael Anthony Samuel
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Discomfort with the inappropriateness of university curricula has met with increasing calls for disruptive actions to revitalise higher education. This book, conceived to envision an alternative emancipatory curriculum, explores the historical, ideological, philosophical and theoretical domains of higher education curricula. The authors acknowledge that universities have been and continue to be complicit in perpetuating cognitive damage through symbolic violence associated with indifference to the pernicious effects of race categorisation, gender inequalities, poverty, rising unemployment and cultural hegemony, as they continue to frame curricula, cultures and practices. The book contemplates the project of undoing cognitive damage, offering glimpses to redesign curriculum in the 21st century. The contributors, international scholars, emergent and expert researchers, include different nationalities, orientations and positionalities, constituting an interdisciplinary ensemble which collectively provides a rich commentary on higher education curriculum as we know it and where we think it could be in the future. The edited volume is a catalytic tool for disrupting canonised rituals of practice in higher education. “It has been a while since a scholarly book, so authoritative in its claims and innovative in its concepts, threatens to shake up the curriculum field at its foundations. Rich in metaphor and meaning, the superbly written chapters challenge a field that once more became moribund as we settled (sic) far too comfortably into accepting handed-down frames and fictions about knowledge, authority, power and agency that imprint ‘cognitive damage’ on those forced to the margins of schools and universities. Disrupting Higher Education Curriculum demonstrates, however, that it is in fact from those margins of the education enterprise that academics, teachers and learners can see more clearly how patterns of thought and action hold us back from placing and experiencing our African humanity at the centre of the curriculum.” – Jonathan Jansen, Rector and Vice Chancellor of the University of the Free State, South Africa

Didactics Learning and Leadership in Higher Education

Author : Anna Herbert
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Didactics, Learning and Leadership in Higher Education presents a new model for understanding development strategies for learning and leadership. It describes a shift in perspectives on teaching practices and develops concepts which facilitate a new discourse, placing learning and teaching strategies on the agenda and ensuring the development of good leadership practices inherent to teaching. By applying Lacanian discourses to Klafki’s triangle in relation to learning strategies, this innovative new text aids discussion of the diff erences between terms such as ‘performance’ and ‘performativity’, ‘acting’ and ‘actorship’ to enable teaching staff to utilise practical applications and teach most eff ectively. It examines key points such as the likely outcomes of specifi c leadership strategies and how they can be adapted, thus creating an essential dialogue between students and teachers. Combining research in the fi elds of philosophy, psychology, economics, geography and sociology describing a change in relation to use of time, space and management of matter, Didactics, Learning and Leadership in Higher Education is a key text for all those involved in teaching within higher education.

George Orwell and Education

Author : Christopher Hanley
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George Orwell and Education uses Orwell’s life and works to address current educational questions. His early life, political awakening and artistic development are key elements in the book’s presentation of Orwell himself as a learner, and as someone whose ideas continue to speak to contemporary debates about human interdependency. The focus of the book is on critical issues in education, including the idea of universality, the status of young people and the nature of learning. Orwell’s efforts to conceptualise, and artistically realise his own experience, create a platform for exploring current educational issues in their philosophical and political contexts. This book will encourage a reimagining of, and stimulate debate about an idea of education that is less individualistic, pays greater attention to human mutuality, is politically engaged and ultimately more sustainable. The book will appeal to researchers, scholars and post-graduate students in the fields of literature in education, pedagogy, educational philosophy, literary theory, citizenship and youth and community.

Art s Teachings Teaching s Art

Author : Tyson Lewis
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This volume examines the interface between the teachings of art and the art of teaching, and asserts the centrality of aesthetics for rethinking education. Many of the essays in this collection claim a direct connection between critical thinking, democratic dissensus, and anti-racist pedagogy with aesthetic experiences. They argue that aesthetics should be reconceptualized less as mere art appreciation or the cultivation of aesthetic judgment of taste, and more with the affective disruptions, phenomenological experiences, and the democratic politics of learning, thinking, and teaching. The first set of essays in the volume examines the unique pedagogies of the various arts including literature, poetry, film, and music. The second set addresses questions concerning the art of pedagogy and the relationship between aesthetic experience and teaching and learning. Demonstrating the flexibility and diversity of aesthetic expressions and experiences in education, the book deals with issues such as the connections between racism and affect, curatorship and teaching, aesthetic experience and the common, and studying and poetics. The book explores these topics through a variety of theoretical and philosophical lenses including contemporary post-structuralism, psychoanalysis, phenomenology, critical theory, and pragmatism.