By Petra Hendry
How can curriculum background be re-envisioned from a feminist, poststructuralist standpoint? Engendering Curriculum History disrupts dominant notions of historical past as linear, as inevitable development, and as embedded within the person. This dialog calls for a heritage that seeks re-memberance no longer illustration, reflexivity not linearity, and responsibility now not fact. Rejecting a compensatory method of rewriting historical past, which leaves dominant historic different types and periodization intact, Hendry examines how the narrative buildings of curriculum histories are implicated within the building of gendered topics. 5 relevant chapters soak up a specific discourse (wisdom, the physique, colonization, progressivism and pragmatism) to excavate the topic identities made attainable throughout time and house. Curriculum background is known as an emergent, no longer a complete, process – as an never-ending discussion that creates areas for dialog during which a number of, conflicting, paradoxical and contradictory interpretations should be generated as a method to stimulate extra questions, no longer grand narratives.
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How can curriculum background be re-envisioned from a feminist, poststructuralist viewpoint? Engendering Curriculum heritage disrupts dominant notions of historical past as linear, as inevitable development, and as embedded within the person. This dialog calls for a heritage that seeks re-memberance now not illustration, reflexivity no longer linearity, and accountability now not fact.
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