Deliberating Complicated Conversations in Curriculum Discourse for Social Justice

Autor/in	Jatuporn, Omsin
Titel	Deliberating Complicated Conversations in Curriculum Discourse for Social Justice
Quelle	In: Journal of International Social Studies, 12 (2022) 1, S.22-37 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Social Studies; Social Justice; Hermeneutics; Curriculum Development; Educational Philosophy; Educational Experience; Personal Narratives; Political Influences; Social Influences; Teaching Methods; Educational History; Attitude Change; Transformative Learning; Foreign Countries; Educational Change; Teacher Researchers; Elementary Secondary Education; Thailand + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Soziale Gerechtigkeit; Hermeneutik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsphilosophie; Erziehungsphilosophie; Bildungserfahrung; Erlebniserzählung; Political influence; Politischer Einfluss; Sozialer Einfluss; Teaching method; Lehrmethode; Unterrichtsmethode; History of education; Bildungsgeschichte; Attitudinal change; Einstellungsänderung; Pädagogische Transformation; Ausland; Bildungsreform; Lehrerforschung
Abstract	Taking inspiration from Dewey's (1998) writing on experience and education and Pinar's (1981) conception of "currere," dealing with autobiographical reflections of individuals regarding their educational experiences, I would like to problematize the curriculum studies as a broad education studies field in Thailand, and social studies education in particular. Locating my own positionality as a curriculum worker, I perceive curriculum as an educational text that opens diverse possibilities for critical-reflective and deliberative thoughts about my educational experiences throughout my life. Shifting the personal conception from curriculum development to curriculum understanding discourse, I have gained insights that curriculum is a hermeneutic journey through one's lived experiences grounding on the socio-cultural, historical, and political economy of each specific society. The field of curriculum studies and social studies education is still under the various forms of technical-instrumental rationality at all levels of education. I have come to recognize the reason why curriculum development becomes a mainstream educational narrative in curriculum history and theory and is currently still the powerful hegemonic discourse for conceptualizing curriculum in Thailand. Critical reflection on such discourse, therefore, has the potential to cause individuals to change their recurrently entrenched normative beliefs about curriculum and knowledge production as well as educational praxis, and to augment transformative knowledge and deliberative actions. (As Provided).
Anmerkungen	International Assembly of the National Council for the Social Studies. 8555 16th Street Suite 500, Silver Spring, MD 20910. Tel: 765-496-3029; Fax: 765-496-2210; Web site: http://www.iajiss.org/index.php/iajiss/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01