Engendering Curriculum History [Paperback]

How can curriculum history be re-envisioned from a feminist, poststructuralist perspective? Engendering Curriculum Historydisrupts dominant notions of history as linear, as inevitable progress, and as embedded in the individual. This conversation requires a history that seeksre-memberancenot representation, reflexivity not linearity, and responsibilitynot truth. Rejecting a compensatory approach to rewriting history, which leaves dominant historical categories and periodization intact, Hendry examines how the narrative structures of curriculum histories are implicated in the construction of gendered subjects. Five central chapters take up a particular discourse (wisdom, the body, colonization, progressivism and pragmatism) to excavate the subject identities made possible across time and space. Curriculum history is understood as an emergent, not a finished, process  as an unending dialogue that creates spaces for conversation in which multiple, conflicting, paradoxical and contradictory interpretations can be generated as a means to stimulate more questions, not grand narratives.

Preface

Acknowledgements

1. Introduction

2: Engendering Curriculum History

3. Imaging Curriculum

4. Embodying Curriculum

5. Decolonizing Curriculum

6. Unsettling Curriculum

7. Experiencing Curriculum

8. The Future of the Past

Endnotes

References

Index

Curriculum history, explains Hendry, transcends the history of schools to examine the social, political, and cultural dynamics of knowledge and learning. She argues that this history must be brought to light and analyzed in order to deal with a crisis in education that ahistorical presentism depicts in the shallow water of failing schools and falling test scores. --Reference and ResealI