Curriculum as Post-Intentional Phenomenological Text: Working along the Edges and Margins of Phenomenology Using Post-Structuralist Ideas

Autor/in	Vagle, Mark D.
Titel	Curriculum as Post-Intentional Phenomenological Text: Working along the Edges and Margins of Phenomenology Using Post-Structuralist Ideas
Quelle	In: Journal of Curriculum Studies, 47 (2015) 5, S.594-612 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2015.1051118
Schlagwörter	Intention; Phenomenology; Postmodernism; Curriculum; Educational Theories; Politics of Education; Critical Theory; Social Class + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Postmoderne; Curricula; Lehrplan; Rahmenplan; Educational theory; Theory of education; Bildungstheorie; Educational policy; Bildungspolitik; Kritische Theorie; Social classes; Soziale Klasse
Abstract	In this article, I experiment along the edges and margins of the phenomenological notion of intentionality using the Deleuzoguattarian concepts of multiplicity and line of flight. Working from Pinar et al.'s anticipation that phenomenology would undergo discursive shifts tending towards the post-structural, I theorize curriculum as post-intentional phenomenological text. To illustrate, I use this post-intentional figuration to theorize some of my recent professional development work with teachers and argue that post-intentional phenomenological theorizing might be useful for curriculum theorists. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01