Titlebook: Conflicts in Curriculum Theory; Challenging Hegemoni João M. Paraskeva Book 2021Latest edition The Editor(s) (if applicable) and The Author

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Double Scandal Itinerant Curriculum Theory as the Subaltern Non-abyssal Turn,ntially, the research lens for qualitative approaches. In this context, the chapter examines curriculum as scandal, a lethal ideological device produces an epistemicide—the killing of knowledge—epistemological havoc cooked up daily in the process of qualitative studies promoting and legitimizing a specific modern Western Eurocentric episteme.

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https://doi.org/10.1007/978-3-030-77420-2conflict; conflicts; curriculum; Curriculum Theory; education; knowledge; nature; social justice

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978-3-030-77422-6The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl

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João M. ParaskevaProvides a new critical language, practice, and theory in curriculum studies.Champions the struggle against the curriculum epistemide.Introduces the itinerant curriculum theory as a post-epistemicidal

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https://doi.org/10.1007/3-211-38185-6 produced by hegemonic traditions, that frames curriculum knowledge as neutral. The chapter unpacks how different critical theorists restructure and complexify the question formulated by Spencer—“what knowledge is of most worth?” In such context, the chapter unearths curriculum as a social construct

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https://doi.org/10.1007/3-211-38185-6led by four groups for the American curriculum since the turn of the nineteenth century and the beginning of the twentieth century. The chapter provides a very innovative approach by scrutinizing such battles within the context of broader social issues framing US society such as the challenges place

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Transient Signals on Transmission Linesyler was able to introduce a particular rationale in the field. The chapter excavates such rationale and how it becomes the dominant rationale in the field. In doing so, the chapter examines the structure of the Tyler matrix—(1) what educational purposes should the school seek to attain? (2) What ed

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Andrew F. Peterson,Gregory D. Durginof the curriculum right before and throughout World War II was called life adjustment education. It examines crucial reports such as . which repeated the argument that high school did not adequately prepare students for their future lives. The chapter analyzes Prosser response to such a report—in wh