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Power, Curriculum, and Embodiment

Re-thinking Curriculum as Counter-Conduct and Counter-Politics

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  • © 2018

Overview

Authors:
  1. James P. Burns

    1. Department of Teaching and Learning, Florida International University, Miami, USA

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  • Appeals to those who seek critical engagement in policy dialogues that have been dominated by reductive audit culture discourses
  • Framework and examples included in the text demonstrate that teachers and students at all levels of education retain what William F. Pinar calls the agency of subjectivity in their academic study
  • Models curriculum development as interdisciplinary and contextualized in history, culture, gender, race, class, and other aspects of subjective position/experience

Part of the book series: Curriculum Studies Worldwide (CSWW)

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Table of contents (5 chapters)

  1. Front Matter

    Pages i-ix
    Download chapter PDF

  2. Power, Curriculum, and Embodiment

    • James P. Burns
    Pages 1-23

  3. Governmentality, Biopolitics, and Curriculum Theorizing

    • James P. Burns
    Pages 25-64

  4. The Past in the Present: The Historic Reach of the “Tyler Rationale”

    • James P. Burns
    Pages 65-93

  5. Reflections on Heteropatriarchal Violence: A Proleptic Narrative?

    • James P. Burns
    Pages 95-123

  6. Re-thinking Power and Curriculum

    • James P. Burns
    Pages 125-148

  7. Back Matter

    Pages 149-157
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Keywords

About this book

Winner of the 2019 AERA Division B (Curriculum Studies) Outstanding Book Award


This book explores curriculum inquiry through the theoretical lens of governmentality as a site of disciplinary biopolitics and a system of heteropatriarchal political economy. Examining the powerscape in which education is currently situated, the author offers a conceptual framework for curriculum scholarship based on Foucault’s genealogy of power, and analyzes how curriculum design has historically effectuated disciplinary power on students and teachers. The book engages in a synoptic essay of the history of American violence, an important curricular issue, and finally applies Foucault’s concepts of truth-telling and self-care to curriculum studies as a form of self and social reconstruction in complicated conversation with each other.











Authors and Affiliations

  • Department of Teaching and Learning, Florida International University, Miami, USA

    James P. Burns

About the author

James P. Burns is Assistant Professor of Curriculum and Instruction in the School of Education and Human Development at Florida International University, USA.

Bibliographic Information

  • Book Title: Power, Curriculum, and Embodiment

  • Book Subtitle: Re-thinking Curriculum as Counter-Conduct and Counter-Politics

  • Authors: James P. Burns

  • Series Title: Curriculum Studies Worldwide

  • DOI: https://doi.org/10.1007/978-3-319-68523-6

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2018

  • Hardcover ISBN: 978-3-319-68522-9Published: 10 November 2017

  • eBook ISBN: 978-3-319-68523-6Published: 31 October 2017

  • Series ISSN: 2731-6386

  • Series E-ISSN: 2731-6394

  • Edition Number: 1

  • Number of Pages: IX, 157

  • Topics: Curriculum Studies, Educational Policy and Politics, Educational Philosophy

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