Radical Investment in the Curriculum in Times of COVID-19: Can We Question the Anti-Science Discourses?

Autor/in	Lopes, Alice Casimiro
Titel	Radical Investment in the Curriculum in Times of COVID-19: Can We Question the Anti-Science Discourses?
Quelle	In: Prospects, 51 (2021) 1-3, S.95-102 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lopes, Alice Casimiro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-021-09548-8
Schlagwörter	Curriculum Development; Educational Theories; COVID-19; Pandemics; Science Education; Misconceptions; Fantasy; Discourse Analysis + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational theory; Theory of education; Bildungstheorie; Naturwissenschaftliche Bildung; Missverständnis; Fantasie; Diskursanalyse
Abstract	This article questions the centrality of knowledge and learning in the curriculum, as well as the restriction of education to learning even when education is thought of as consisting of ways to combat anti-science discourses in the name of combating COVID-19. Based on discourse theory and deconstruction, with a focus on the notions of radical investment, contextualization, interpretation, and fantasy, the article reaffirms a post-foundational notion of curriculum theory and defends the possibility that curriculum and school can be spaces of affective relationships, bonds, and subjectivities willing to invest in life and thereby contribute to fighting the current pandemic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01