34.023 - Curriculum History as Memory Work: Deterritorializing the Field

Session Type: Symposium

Abstract

This symposium brings together five curriculum scholars whose research challenges normative tropes of modernist curriculum history. Our inquiry focuses on what has been made unintelligible when the “conscripts” of modernity (Enlightenment, nationalism, citizenship, public education) are no longer understood as bounded analytical pathways that travel seamlessly through space and time. Curriculum history as memory work interrogates the methodological roots that are at the base of Anglo-American historical studies of the modern school; disrupt the borders that constitute national studies of curriculum history; and historicize the “languages” of education that have naturalized a science of education that is devoid of history.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 2: Histories and Futurities (The Frames of Curriculum)

Chair

• Ann G. Winfield, Roger Williams University

Papers

• Narrative, Pedagogy, History - Madeleine Grumet, University of North Carolina - Chapel Hill

• A Rogue Curriculum: Transatlantic, Creole Pedagogies and Historical Imagination - Petra Munro Hendry, Louisiana State University

• Curriculum Feminisms: Tangles of Transgenerational Relationalities - Janet L. Miller, Teachers College, Columbia University

• Thinking Past Discipline: Curriculum History and Teacher Subjectivity - Stephanie Konle, University of North Carolina - Chapel Hill

• Provincializing History? Reapproaching Educational Neuroscience and the Narration of Past-Present - Bernadette M. Baker, Queensland University of Technology

Discussant

• William (Bill) H. Schubert, University of Illinois at Chicago