Curriculum as a Discourse: Using Critical Discourse Analysis to Revive Curriculum Reconceptualists' Thought

Autor/in	Harb, Majed
Titel	Curriculum as a Discourse: Using Critical Discourse Analysis to Revive Curriculum Reconceptualists' Thought
Quelle	In: Journal of Curriculum and Teaching, 6 (2017) 1, S.58-64 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	Curriculum Development; Critical Theory; Discourse Analysis; Educational Research; Educational Objectives; Semantics; Linguistic Theory; Sociolinguistics; Educational Theories + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kritische Theorie; Diskursanalyse; Bildungsforschung; Pädagogische Forschung; Educational objective; Bildungsziel; Erziehungsziel; Semantik; Linguistische Theorie; Soziolinguistik; Educational theory; Theory of education; Bildungstheorie
Abstract	Curriculum reconceptualists seek to reshape the field of curriculum studies. Unlike traditional curricularists, they reprobate the technical approach of curriculum development because of its pure functional and managerial tendency. Reconceptualists look at curriculum from various philosophy-saturated perspectives. One of their claims is considering curriculum as a discourse, and the main task curricularists have to cope with is to understand this discourse. Unfortunately, reconceptualists penetrate deeply into philosophy without offering a clear practical vision that helps them transform their insights. In this paper, I argue that reconceptualists can bridge the gap through considering Critical Discourse Analysis (CDA) assumptions. The idea of understanding curriculum as a discourse could be theoretically and practically detected when employing (CDA). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01