The Character of Curriculum Studies : Bildung, Currere, and the Recurring Question of the Subject

Assembles essays addressing the recurring question of the 'subject, ' understood both as human person and school subject, thereby elaborating the subjective and disciplinary character of curriculum studies. This volume assembles essays addressing the recurring question of the 'subject, ' understood both as human person and school subject, thereby elaborating the subjective and disciplinary character of curriculum studies. After examining scholarship on the 'subject, ' Pinar critiques its absence in the new sociology of curriculum, its historically shifting presence in North European (and specifically German) conceptions of Bildung, in Pinar's concept of currere, in Frantz Fanon's theorizing of decolonization, and as the subject becomes reconstructed in the intercultural scholarship of Hongyu Wang and in Maxine Greene's theorization of art as experience. Of interest to scholars not only in the US, this book will hold special significance for graduate students and junior scholars who want to know how to conduct curriculum research and development in a field informed by scholarship and theory in the humanities This volume assembles essays addressing the recurring question of the 'subject, ' understood both as human person and school subject, thereby elaborating the subjective and disciplinary character of curriculum studies. After examining scholarship on the 'subject, ' Pinar critiques its absence in the new sociology of curriculum, its historically shifting presence in North European (and specifically German) conceptions of Bildung (personified by the life and work of Robert Musil), in Pinar's concept of currere, in Frantz Fanon's theorizing of decolonization, and as the subject becomes reconstructed in the intercultural scholarship of Hongyu Wang, the regional studies of Joe L. Kincheloe, and Maxine Greene's theorization of art as experience. Of interest to scholars not only in the U.S., this book will hold special significance for graduate students and junior scholars who want to know how to conduct curriculum research and development in a field informed by scholarship and theory in the humanities. -- Publisher description Cover 1 Half-title 2 Title 3 Copyright 4 Dedication 5 Contents 6 Preface 7 Acknowledgments 15 Introduction 16 Part I The Subject of Politics and Culture 37 1 The Unaddressed “I” of Ideology Critique 38 2 Decolonization and Subjective Reconstruction 52 3 Multiculturalism, Nationality, Cosmopolitanism 62 Part II The Subject of School and Society 73 4 Bildung in Society and History 74 5 “Molds” and “Spirit” in the Eight- Year Study 88 Part III The Subject of Educational Experience 103 6 Subjective Reconstruction through Aesthetic Education 104 7 Currere and Cosmopolitanism 113 Epilogue: The Recurring Question of the Subject 130 Notes 152 References 219 Index 245 Front Matter....Pages i-xvii Introduction....Pages 1-21 Front Matter....Pages 23-23 The Unaddressed “I” of Ideology Critique....Pages 25-38 Decolonization and Subjective Reconstruction....Pages 39-48 Multiculturalism, Nationality, Cosmopolitanism....Pages 49-59 Front Matter....Pages 61-61 Bildung in Society and History....Pages 63-76 “Molds” and “Spirit” in the Eight-Year Study....Pages 77-91 Front Matter....Pages 93-93 Subjective Reconstruction through Aesthetic Education....Pages 95-103 Currere and Cosmopolitanism....Pages 105-121 Epilogue: The Recurring Question of the Subject....Pages 123-144 Back Matter....Pages 145-256