What's left in the field ... a curriculum memoir

Multiple readings of 'What's left in the field' are juxtaposed in this paper in response to a recurring press for standardization of purpose for curriculum studies. Memoir provides a vehicle for positing, across a span of time, various perspectives on the debates in the curriculum fie...

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Bibliographic Details
Published in:Journal of curriculum studies 2000-03, Vol.32 (2), p.253-266
Main Author: Miller, Janet L
Format: Article
Language:English
Subjects:
Begriffsbestimmung
Bildungsphilosophie
Curriculumtheorie
Theorie-Praxis-Beziehung
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Summary:Multiple readings of 'What's left in the field' are juxtaposed in this paper in response to a recurring press for standardization of purpose for curriculum studies. Memoir provides a vehicle for positing, across a span of time, various perspectives on the debates in the curriculum field about what counts as curriculum research and theorizing and their relationships to practice. Memoir segments, contiguous with diverse analyses of 'what's left the field' draw attention to the incomplete and always interminable process of conceptualizing a self as well as a field. These segments also point to the intractable humanness of education that requires us to engage one another, regardless of differing discourses, ideologies, historical and cultural contexts, needs, or desires. Myriad readings of 'What's left in the field?' thus compel conceptualizations of curriculum studies as a human project, differing according to contexts and needs, never fully realized, yet obligated everyday to reinvent itself. (Abstract vom Verlag übernommen).
ISSN:0022-0272
1366-5839
DOI:10.1080/002202700182745