Writing histories of the present. The benefits of using genealogy and foucauldian discourse analysis in curriculum studies research.

Autor/in	Greene, Andrew C.
Titel	Writing histories of the present. The benefits of using genealogy and foucauldian discourse analysis in curriculum studies research.
Quelle	Aus: Watson, Sandy (Hrsg.); Austin, Stacie (Hrsg.); Bell, Jeremy (Hrsg.): Conceptual analyses of curriculum inquiry methodologies. Hershey: IGI Global (2021) S. 119-137 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Advances in educational technologies and instructional design (AETID) book series
Beigaben	Literaturangaben S. 135-137
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-1-7998-8848-2; 978-1-7998-8851-2
DOI	10.4018/978-1-7998-8848-2
Schlagwörter	Bildungsforschung; Curriculum; Diskursanalyse; Genealogie
Abstract	Historical research in the area of curriculum studies has tended to hew quite closely to traditional understandings of history as a matter of individuals, events, and causes and effects. Foucauldian discourse analysis (FDA) offers an alternative perspective on the past and present, one that sees history as erratic, discontinuous, and the result of operations of power and knowledge that exceed the level of the individual. This chapter begins with a brief overview of some of the theoretical underpinnings of FDA which make it unique among research methodologies in the field of educational research. The chapter then goes on to explore the types of questions that an FDA might pursue, the methodological tasks of FDA (including "archaeology" and "genealogy"), and closes with a discussion of two examples of FDA in curriculum studies.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2024/1