Curriculum Theorizing With Subalterns to Address: What Is Worthwhile

• In Event: 67.038 - Light in Curriculum Studies: Reflections on William Schubert's Five Decades of Curriculum Theorizing and Praxis

Abstract

The case of Cyprus is an example of how an oral history project with emphasis on how Cypriots conceive of being dispossessed and returning to their homeland to re-create education and culture. The unique oral history of this event contributes to conceptions of paradigm Schubert (1986). It also relates to perspectives which enable building new orientations to curriculum in and out of schools (Schubert, 1981, 2010) and possibilities in teaching and teacher education (Schubert, 1982, 1989) often through the arts and literature (Willis & Schubert, 1991). While this presentation focuses on the curriculum struggles in Cyprus, the presenter explores implications for other individuals, groups, tribes, communities, and societies around the world.

This presentation and dialogue with other presenters will draw upon the following background illustrated with anecdotes:

Schubert has served as Associate Editor of Educational Theory for many years, and has been a member of the editorial boards of Curriculum Inquiry, Educational Studies, Phenomenology and Pedagogy, Teaching Education, Journal of Curriculum Theorizing, Journal of Curriculum and Supervision, Curriculum and Teaching, Journal of Curriculum and Pedagogy, Catalyst, Taboo, and Educational Horizons; moreover, he has been a member of the Publication Committee of the Association for Supervision and Curriculum Development (ASCD). He currently co-edits a book series on Landscapes of Education for Information Age Publishing with Ming Fang He, and in 2009 authored Love, Justice, and Education: John Dewey and the Utopians. In 2010, he contributed a landmark essay on the history of curriculum studies for the 40th Anniversary Issue of Curriculum Inquiry.

Author

• Nikoletta Christodoulou, Frederick University, Cyprus