Combining curriculum studies and cultural studies as a move toward the concrete in postqualitative research

This paper posits a move "toward the concrete" as a specific combination of curriculum studies and Cultural Studies, placing it squarely within the frames of postqualitative research (Lather & St. Pierre, 2013; St. Pierre, 2011, 2013b, 2014). In addition to examining the theoretical le...

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Bibliographic Details
Published in:Journal of curriculum and pedagogy 2018-05, Vol.15 (2), p.175-192
Main Author: Huddleston, Gabriel
Format: Article
Language:English
Subjects:
Constructivism (Learning)
Cultural Influences
Cultural studies
Curricula
Curriculum Development
Educational Research
Epistemology
Social Theories
Theory Practice Relationship
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Summary:This paper posits a move "toward the concrete" as a specific combination of curriculum studies and Cultural Studies, placing it squarely within the frames of postqualitative research (Lather & St. Pierre, 2013; St. Pierre, 2011, 2013b, 2014). In addition to examining the theoretical legacies of the aforementioned fields, this paper focuses on four areas, posited by Helfenbein (2003), in which Cultural Studies can inform postqualitative educational research: materialism, (anti)antiessentialism, social constructivism, and radical contextuality. In doing so, this paper contends that for researchers, a sound theoretical base is needed if one is to engage in postqualitative research and offers toward the concrete as one such possibility.
ISSN:1550-5170
2156-8154
DOI:10.1080/15505170.2018.1439788