Curriculum discourse and the question of empowerment

Bibliographic Data

ID4964182
AuthorsJames G Henderson (Kent State University, corresponding author)
Year1992
Volume31
Issue3
Pages204-209
Publication date1992-06-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405849209543544
OpenAlexW2082882819
LanguageEN
References cited17

Theory into practice: Isn't this phrase just another way of saying educational practice? Or does it suggest something else? To many who began formal study of American curriculum in early part of 20th century, this phrase evoked a technocratic fantasy in which technically trained experts [would] rule by virtue of their specialized knowledge and position in dominant political and economic institutions (Fischer, 1990, p. 17). Highly trained curriculum specialists would devise correct theoretical guidance for practicing teachers. This technocratic fantasy has served as dominant referent for educational practice throughout 20th century, but a significant change occurred in formal study of American curriculum in 1980s. Throughout this past decade, an increasing number of individuals who identify themselves as curriculum theorists have rejected technocratic outlook. They have reconceptualized curriculum studies to be the scholarly and disciplined understanding of educational experience, particularly in its political, cultural, gender, and historical dimensions (Pinar, 1988, p. 2). Their focus has been on how to facilitate thoughtful educational practice, and by taking this position they have created a problem for themselves: How do they avoid theorypractice split? How do they practice curriculum studies in such a way that they do not unwittingly

Curriculum · Curriculum development · Curriculum studies · Curriculum theory · Epistemology · Higher education · Pedagogy · Philosophy of education · Political science · Politics · Sociology · Technocracy · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law · Teacher Education and Leadership Studies

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