Curricular Standpoint and Strong Objectivity: Pushing the Boundaries of Curriculum Studies

• In Event: Roundtable Session 27
  In Roundtable Session: Standards, Difference, and Competence: Boundaries and Borders in Contemporary Curriculum Studies

Abstract

There historically exists significant epistemological and political tension within the field of curriculum studies. Further, while there is some application of standpoint theory in educational research generally, and little used within curriculum studies specifically, much of it is under theorized at best and in many cases misapplied or misunderstood.
This paper offers a potential resolution to the epistemological and political tension within the field of curriculum studies through the development of a conception of curricular standpoint that recognizes the dialectical relationship between the subjectivity of experience and the materiality of social and economic relations. Further, this paper illustrates curricular standpoint as both a methodological tool for analysis and to justify a politics of social justice in classroom practice.

Author

• Wayne Au, University of Washington - Bothell