03 SES 16 B JS, Theorizing Education: A dialogue between philosophy, pädagogik/pedagogikk, and curriculum studies
Joint Symposium NW 03 and NW 13
This presentation addresses the question: what does education mean in the context of the American field of curriculum studies? In the USA, we have long observed a narrowing of the sub-disciplines of education, including in Curriculum Studies and teacher education themselves. These have obscured the relationship between teacher and student and arguably limited access to a full picture of the everyday phenomena and purposes of education. In this context, the field of Curriculum Studies, traditionally concerned with the effective selection and organization of learning experiences to meet predefined purposes (Tyler 1949), was radically reconceptualized starting in the 1970s. Curriculum was redefined as Currere, a verb meaning “a race to be run,” rather than as a noun, a finished product or package ripe for delivery or implementation (Pinar 1975). William Pinar’s notion of Currere imagines curriculum as a dynamic relation between the student or learner’s self or subjectivity and the free exploration of subject matter (i.e. “study;” see McClintock 1971). Curriculum Studies, in short, turned to the selfhood and subjectivity of those undergoing education, and sought to rescue these from the instrumentalities implicit in the specialization and managerialism dominant in education since the early 20th century. As the Reconceptualist movement brought attention to the learner subjectivity, however, it created new problems. One of the most obvious of these is its effective reduction of education to the dyad of “learner - subject matter.” Here Reconceptualist Curriculum Studies looked past exchanges between continental scholars in Didaktik and their English-language counterparts in curriculum and instruction (e.g. Westbury, Doyle, Riquarts, Hopmann) which underscored the importance of all three components of the Didaktik triangle: content, student subjectivity and teacher agency. This and other oversights led to the effective subjectification and later, the politiciziation of all educational questions and discourse in Curriculum Studies. Education as an affirmative, relational practice that is always-already fundamentally communal all but disappears. Further, the possibility of a democratic “theory of education as a deliberately conducted practice” (Dewey, 1916) recedes rapidly from view. In order to move forward, we must acknowledge the significance of subjectivity from the Reconceptualist tradition but also move beyond the corresponding reduction of education to concerns of politicized subjective identity. Curriculum Studies, in short, is looking to alternative ways of configuring education and to a return to the roots represented by common understandings of education as an intergenerational encounter, and a shared but “deliberately conducted practice.”
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York: The Free Press. McClintock, R. (1971). Toward a place for study in a world of instruction. Teachers College Record, 73(2), 161-205. Pinar, W. (1975). Curriculum theorizing: The reconceptualists. In: Pinar, W. (Ed.) Berkeley: Mccutchan Pub. Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago, London: Chicago University Press. Westbury, I., Hopmann, S., & Riquarts, K. (2000). Teaching as a reflective practice: The German didaktik tradition. Mahwah NJ: L. Erlbaum.
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.