This volume presents a distinctively Lacanian psychoanalytic approach to the theorizing, understanding, and critique of curriculum in higher education. In this work, the author presents the main theories of curriculum in the current discourse, develops a notion of critique, and applies it to existing global guidelines for curriculum reform. Relying on the architectonic of the subject as developed across the work of Jacques Lacanexpressed in the registers of the Symbolic, the Imaginary, and the Realthe author provides a new approach to understanding curriculum in terms of the psychic dynamics that explain its workings.
Chapter 1. Introduction
Chapter 2. The Formation of the Subject: Curriculum as an Unfinished Symptom
Chapter 3. Critique: Between Theory and Method
Chapter 4. Analyzing Symptoms in Policy: A Psychoanalytic Reading
Chapter 5. Concluding Thoughts
Fernando M. Murillo holds a PhD in Curriculum Studies from the University of British Columbia, Canada. His current work focuses on education, psychoanalysis, and German educational theory and philosophy.
This volume presents a distinctively Lacanian psychoanalytic approach to the theorizing, understanding, and critique of curriculum in higher education. In this work, the author presents the main theories of curriculum in the current discourse, develops a notion of critique, and applies it to existing global guidelines for curriculum reform. Relying on the architectonic of the subject as developed across the work of Jacques Lacanexpressed in the registers of the Symbolic, the Imaginary, and the Realthe author provides a new approach to understanding curriculum in terms of the l=
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