689 research outputs found
Borders, belonging, beyond: New curriculum history
No full textFor Iain Chambers, understanding the redefinition of social life and hence of social\ud
theories is not aided by splitting the analytical register simply between global and\ud
local. This is especially problematic if global is taken to mean the dispersal of an\ud
already-dominant or privileged version of the local within wider coordinates that\ud
ensure the continuation of forms of representation and frames of reference that are\ud
familiar and over-exposed. The chapters in New Curriculum History take up the\ud
challenge posed by Chambers, collectively confronting the dread of a rationality\ud
confronted with what exceeds and slips its grasp. Finding purchase and continually\ud
slipping away from the strictures of the taken-for-granted and of fixity, New\ud
Curriculum History embodies the dueling reverberations of its non-localizable\ud
domains – in some ways, a shaping by its pasts and in others, contributions\ud
irreducible to dominant narratives about the field of education and “its” histories..
William James, Sciences of Mind, and Anti-imperial Discourse
No full textIn the past few decades, the humanities and social sciences have developed new methods of reorienting their conceptual frameworks in a “world without frontiers.” In this book, Bernadette M. Baker offers an innovative approach to rethinking sciences of mind as they formed at the turn of the twentieth century, via the concerns that have emerged at the turn of the twenty-first. The less-visited texts of Harvard philosopher and psychologist William James provide a window into contemporary debates over principles of toleration, anti-imperial discourse, and the nature of ethics. Baker revisits Jamesian approaches to the formation of scientific objects including the child mind, exceptional mental states, and the ghost to explore the possibilities and limits of social scientific thought dedicated to mind development and discipline formation around the construct of the West
Western world-forming? Animal magnetism, curriculum history, and the social projects of modernity
No full text
The Lion and the Mouse: An Aesop Fable Retold and Illustrated by Bernadette Watts
No full textHere is an extra copy of this book. ©2000 by Nord-Süd Verlag AG, Gossau Zürich, and first published in Switzerland under the title Der Löwe und die Maus. This lovely oversized edition starts in a new way: a playful lion cub is awakened by a mouse scampering across his paw. Making the lion young allows, I think, for a different understanding of his boast that a mouse cannot help a lion. Though the art is still done for children, Watts creates one of the most realistic nets I have seen for the lion, who roars day and night. None of the animals can help him. Watts pays special attention to the surrounding creatures, including colorful snakes and birds. My favorites are the curious and attentive mongooses.This is a hardbound book (hard cover)This book has a dust jacket (book cover)First editionFirst printingRetold and Illustrated by Bernadette Watt
Baker, Bernadette, ed., New Curriculum History. Rotterdam: Sense Publishers,2009.
No full textContains a set of studies using or about using various forms of historical inquiry in curriculum by scholars from several different countries
Educational research and strategies of world-forming: The globe, the unconscious, and the child
No full textThe passion to eradicate alterity from the earth is also the passion for the home, the\ud
country, the dwelling, that authorizes this desire and rewards it. In its nationalism,\ud
parochialism and racism it constitutes a public and private neurosis. So, unwinding the\ud
rigid understanding of place that apparently permits me to speak, that guarantees my\ud
voice, my power, is not simply to disperse my locality within the wider coordinates of\ud
an ultimate planetary context. That would merely absolve me of responsibility in the\ud
name of an abstract and generic globalism, permitting my inheritance to continue\ud
uninterrupted in the vagaries of a new configuration. There is something altogether\ud
more precise and more urgent involved. For in the horror of the unhomely pulses the\ud
dread for the dispersal of Western humankind: the dread of a rationality confronted\ud
with what exceeds and slips its grasp. (Chambers, 2001, p. 196
Torsions within the same anxiety? Entification, apophasis, history
No full textIn Anglophone educational research in the United States, the name Foucault has been more pointedly celebrated in some subfields such as curriculum studies relative to its more noticeable censorship in subfields such as history of education. This paper illustrates how such differential epistemological politics might be accounted for through reapproaching the challenges to historiography that Histoire de la Folie (Madness and Civilization) raised. Through the formalist lens of performative apophasis, and with attention to the dependencies of discourse that characterize narrative prosthesis, this paper re-engages the least referenced of Foucault's major histories in the educational field to bring into noticeability other ‘conditions of possibility’—ones that explicate how an apophatic turn might account for divergent reactions to less familiar philosophies of history and/or to ‘alternative’ approaches to documents through which history is now being narrated and critiqued in education and beyond
Animal magnetism and curriculum history
No full textThis article elaborates the impact that crises of authority provoked by animal\ud
magnetism, mesmerism, and hypnosis in the 19th century had for field formation in\ud
American education. Four layers of analysis elucidate how curriculum history’s\ud
repetitive focus on public school policy and classroom practice became possible.\ud
First, the article surveys external conditions of possibility for the enactment of\ud
compulsory public schooling. Second, “internal” conditions of possibility for the\ud
formation of educational objects (e.g., types of children) are documented via the\ud
processes of différance that were generated from within the experiences of confinement.\ud
Third, the article maps how these were interpenetrated by animal magnetic\ud
debates that were lustered and planished in education’s emerging field, including\ud
impact upon behavior management practices, the contouring of expertise and\ud
authority, the role of Will in intelligence testing and child development theories,\ud
and the redefinition of public and private. Last, the article examines implications\ud
for curriculum history, whether policy- or practice-oriented, especially around the\ud
question of influence, the theorization of child mind, and philosophies of Being
- …
