Critical curriculum studies and the concrete problems of curriculum policy and practice.

Autor/in	Apple, Michael W.
Titel	Critical curriculum studies and the concrete problems of curriculum policy and practice.
Quelle	In: Journal of curriculum studies, 50 (2018) 6, S. 685-690Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2018.1537373
Schlagwörter	Soziales Handeln; Curriculum; Lehrplanforschung; Theorie-Praxis-Beziehung
Abstract	In this article, I share a number of thoughts and concerns about the current and future status of a field in which I have been a participant for five decades. I know that many others share these worries as well. Speaking honestly, I am deeply concerned that too much of the field of curriculum has lost its way. Too much of it is characterized by a condition of historical amnesia. It has too often forgotten the key questions about what and whose knowledge should be official. It has become lost in postmodern abstractions and deconstructive despair. It is hermetic in too many ways and has in the process lost its ability to speak clearly about some major problems facing schools, teachers, students and communities. With neoliberal, neoconservative, authoritarian populist, and new managerial forces increasingly occupying the space of real policies and practices, we have little voice in the public debates over the realities of schooling and the decisions of curriculum policies and practices. The field of education deserves more.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2019/2