Appeals to those who seek critical engagement in policy dialogues that have been dominated by reductive audit culture discourses
Framework and examples included in the text demonstrate that teachers and students at all levels of education retain what William F. Pinar calls the agency of subjectivity in their academic study
Models curriculum development as interdisciplinary and contextualized in history, culture, gender, race, class, and other aspects of subjective position/experience

Autorentext
James P. Burns is Assistant Professor of Curriculum and Instruction in the School of Education and Human Development at Florida International University, USA.

Klappentext
This book explores curriculum inquiry through the theoretical lens of governmentality as a site of disciplinary biopolitics and a system of heteropatriarchal political economy. Examining the powerscape in which education is currently situated, the author offers a conceptual framework for curriculum scholarship based on Foucault's genealogy of power, and analyzes how curriculum design has historically effectuated disciplinary power on students and teachers. The book engages in a synoptic essay of the history of American violence, an important curricular issue, and finally applies Foucault's concepts of truth-telling and self-care to curriculum studies as a form of self and social reconstruction in complicated conversation with each other.

Inhalt

1. Power, Curriculum, and Embodiment.- 2. Governmentality, Biopolitics, and Curriculum Theorizing.- 3. The Past in the Present: The Historic Reach of the Tyler Rationale.- 4. Reflections on Heteropatriarchal Violence: A Proleptic Narrative?.- 5. Re-thinking Power and Curriculum.