Reconceptualist curriculum

El presente texto explora las relaciones entre ambas críticas contra la visión técnico-instrumental de currículo. Específicamente, el artículo se centra en la influencia de Paulo Freire en el movimiento de reconceptualización del campo de los estudios curriculares estadounidenses. Sobre la base de la revisión de los textos fundamentales del movimiento reconceptualización, se intenta mostrar aquí que estos autores entablaron una conversación intelectual con Paulo Freire en el momento en que la reconceptualización apenas comenzaba. Conceptos freirianos como concientización, humanización, educación liberadora fueron importantes para quienes comenzaron a pensar un campo académico más allá de la concepción de Tyler de un currículo conocido entonces como curriculum development [desarrollo curricular]. La misma intención está presente en el trabajo de Freire para rechazar esa lógica, el currículo de Tyler, que había llegado a Latinoamérica en la década de 1960 como un nuevo lenguaje y tecnología educacional.

We must make clear," Pinar writes, "that education coursework is intellectual work, not simply the sharing of personal experiences in the classroom and popular prejudices about 'effective' teaching" (180-181). The book is organized as a collection of ten essays (divided into five sections), all woven together around a core set of themes, primary of which is the idea that curriculum is a "complicated conversation." Beyond the self-reflection of everyday practice, Pinar engages the intuitive learner and directs us towards new ideas and relevant knowledge. He questions our methods as educators and questions the limited involvement of unrestricted teaching. Pinar looks to the curriculum field (perhaps a bit hopefully) as a cultural space from which it might be possible to wage a counter movement in public education by teachers and teacher educators to take back, and to reassert intellectual and academic freedom. As we begin to introduce our theories, beliefs, and practices we ask ourselves, "What knowledge is of most worth (210)?

For over a century, teachers, parents, and school leaders have lamented a loss of 'discipline' in classrooms. Caught between guidance approaches on the one hand and a call for zero tolerance on the other, current debates rarely venture beyond the terrain of implementation strategies. This book aims to reinvigorate thinking on 'discipline' in education by challenging the notions, foundations, and paradigms that underpin its use in policy and practice. It confronts the understanding of 'discipline' as purely repressive, and raises the possibility of enabling forms and conceptualizations of 'discipline' that challenge tokenistic avenues for students' liberation and enhance students' capacity for agency. This book is an essential resource for university lecturers, pre-service and in-service teachers, policymakers, and educational administrators who want to re-think 'discipline' in education in ways that move beyond a concern with managing disorder, to generate alternative understandings that can make a difference in students' lives.

Contents:
Shirley R. Steinberg: Preface

Zsuzsa Millei/Tom G. Griffiths/Robert John Parkes: Opening the Field: Deliberating over 'Discipline'

Zsuzsa Millei: Is It (Still) Useful to Think About Classroom Discipline as Control? An Examination of the 'Problem of Discipline'

Zsuzsa Millei/Rebecca Raby: Embodied Logic: Understanding Discipline through Constituting the Subjects of Discipline

Rebecca Raby: The Intricacies of Power Relations in Discourses of Secondary School Disciplinary Strategies

Megan Watkins: Discipline, Diversity and Agency: Pedagogic Practice and Dispositions to Learning

Robert John Parkes: Discipline and the Dojo

Erica Southgate: Punishing Powerplays: Emotion, Discipline and Memories of School Life

Ken Cliff: Disciplinary Power and the Production of the Contemporary 'Healthy Citizen' in the Era of the 'Obesity Epidemic'

Affrica Taylor: Disciplining Desire: Young Children, Schools and the Media

Rob Imre/Zsuzsa Millei: Citizenship? What Citizenship? Using Political Science Terminology in New Discipline Approaches

Tom G. Griffiths/Rob Imre: Classroom Discipline: A Local Kantian?

Rob Imre/Zsuzsa Millei/Tom G. Griffiths: Utopia/Dystopia: Where Do We Go With 'Discipline'?

Zsuzsa Millei/Tom G. Griffiths/Robert John Parkes: Continuing the Conversation About Discipline as a Problem? A Conclusion.

Farquhar, S., Gibbons, A., & Tesar, M. (2015). Power and partnership: Making-up early childhood knowledges. Knowledge Cultures, 3(5), 74–91.

Talk about knowledge economies is often the source of great tension for the early childhood teaching profession because of its capacity to polarize views on the kind of role economics should play in the lives of young children. In this article our interest is to show both the pedagogical impact of dominant and narrowing knowledge economy thinking, and also the creative reconceptualization of the idea of an economy to promote a culture of knowledge sharing. The article purposefully employs the idea of the knowledge economy to explore the intimate interactions that occur between early childhood centers and faculties. We are concerned with the ways that a dynamic sum of teacher knowledge forms an economy, and the peda-gogical implications of this economy for the teaching and learning environment. We are interested in inclusive and participatory models of early education, focusing on the richness of sharing knowledge to enhance teaching practice between participants in early childhood communities. Furthermore, we are interested in the nature of knowledge communities in contemporary " 21 st-century " teaching and learning.

The article aimed at proposing critical issues in the field of curriculum studies as follows: 1) curriculum as learning outcomes: the perspective toward curriculum based on modernism paradigm and 2) the critical issues of outcome-based curriculum and new approach to educational research in the field of curriculum studies. The postmodernism paradigm was used to analyze the discourse on outcome-based curriculum in order that curriculum scholars and educational specialists would have critical perspectives and recognized about approach to educational research in the field of curriculum studies which had broader meaning and related to the meaning of “education”. More significantly, the paradigm shift occurred in the contemporary field of curriculum studies from the predominantly scientific management paradigm which placed an emphasis upon curriculum development paradigm became less important. This was replaced by curriculum understanding paradigm as a contemporary curriculum discourse. The discourse had influences upon new approach to educational research in the field of curriculum studies such as autobiography and narrative inquiry.