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Mapping Curricular Assemblages

التفاصيل البيبلوغرافية
العنوان: Mapping Curricular Assemblages
اللغة: English
المؤلفون: Eaton, Paul William, Hendry, Petra Munro
المصدر: Teachers College Record. 2019 121(11).
الإتاحة: Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Peer Reviewed: Y
Page Count: 32
تاريخ النشر: 2019
نوع الوثيقة: Journal Articles
Reports - Research
Descriptors: Educational Philosophy, Educational Practices, Humanization, Curriculum, Data
تدمد: 0161-4681
مستخلص: Background/Context: This article advances scholarship from curriculum theorists, educational philosophers, and educational researchers unpacking the dehumanizing aspects of education. Focus of Study: The article maps the role of the tree as a measuring and organizing apparatus of curriculum and unpacks possibilities for utilizing rhizomes as a way to create movement in conceptualizing curriculum. Research Design: In this article, we utilize Jackson and Mazzei's concept of thinking with theory. We bring into conversation Deleuze and Guattari's theoretical concepts of assemblage, arborescence, rhizomatics, and deterritorializing and Karen Barad's concepts of entanglement and intra-action. Conclusions: The article proposes envisioning the tree and the rhizome as mutually constituted in contemporary curriculum discourses but asserts the continuing dominance of the tree as limiting the relational capacities of curriculum. Thinking curriculum arborescently dehumanizes contemporary schooling and education by reducing students, teachers, classrooms, and schools to data points. Rhizomatic thinking opens space for a relational, ethical, and ontological educative process of being~becoming.
Abstractor: As Provided
Entry Date: 2020
URL الوصول: http://www.tcrecord.org/Content.asp?ContentId=22804
رقم الأكسشن: EJ1262035
قاعدة البيانات: ERIC
الوصف
تدمد:0161-4681