Conflicts in Curriculum Theory: Challenging Hegemonic by João M. Paraskeva

By João M. Paraskeva

This ebook demanding situations educators to be brokers of swap, to take background into their very own arms, and to make social justice principal to the tutorial recreation. Paraskeva embraces a pedagogy of desire championed by way of Paulo Freire the place humans turn into aware of their potential to intrude on this planet to make it much less discriminatory and extra humane.

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S. curriculum field 16 C on f l ic t s i n C u r r ic u l u m Th e or y was inflamed—not only by the works of the so-called romantic critics (Henry, 1963; Kohl, 1988; Kozol, 1967), but at a later stage by the work of Jackson (1968), Bowles and Gintis (1976), and Jencks (1971). These later works were related to theories of reproduction and they saw the school as one of the key social institutions needed to reproduce the existing economic relations of a particular society. In keeping with this perspective, the fundamental role of education is directly related to the socialization of students, with the purpose of contributing to the reproduction of existing social relations.

There were two compelling reasons for training children to be obedient, punctual, deferential and task-oriented. The first is simply that discipline was needed for the orderly operation as a school . . The second reason for encouraging childhood discipline is that most parents wanted children to behave in a deferential and obedient manner. (p. 69) With an excessive number of students per class and a teacher growing increasingly weaker professionally, the school would strive to achieve a “cultural conformity and educational uniformity” (Kaestle, 1983, p.

Apple, 2010; Giroux, 1981a). The main goal for critical progressive educators should be social justice and real democracy, while acknowledging that there is no social justice without cognitive justice (Sousa Santos, 2005; cf. Paraskeva, 2010a). In a spaceless world (Bauman, 2004) profoundly segregated by neoliberal globalization doctrine (Paraskeva, 2010b; 2010c), critical pedagogy, in its different windows (Kincheloe, 1991), more than ever before needs to win the battle to democratize democracy.

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