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CURRICULUM STUDIES AND HISTORICIZING THE PRESENT: THE POLITICAL AND IMPRACTICALITY OF PRACTICAL KNOWLEDGE

CURRICULUM STUDIES AND HISTORICIZING THE PRESENT: THE POLITICAL AND IMPRACTICALITY OF PRACTICAL... We titled this special issue Curriculum Studies and Historicizing the Present: The Political and Impracticality of Practical Knowledge in order to speak about the politics of schooling in an unconventional way. To historicize the present is a strategy to study curriculum through the rules and standards of its “reason.” To study how we understand ourselves and the world is, one sense, akin to asking a fish about the water in which it swims. Our reason imperceptibly surrounds us and serves as a security blanket. It provides stability to the ordering and classifying of things. It makes life seem as natural and manageable. We can just take it for granted. When we cross the street, we want to trust in the knowledge that the red light means cars will stop; or, that it is a safe bet to think of the kinds of people sitting in the classroom as “children” who, if “practical” teaching methods are applied, will grow and develop into “reasonable people.” pp. 11-18 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Knowledge Cultures Addleton Academic Publishers

CURRICULUM STUDIES AND HISTORICIZING THE PRESENT: THE POLITICAL AND IMPRACTICALITY OF PRACTICAL KNOWLEDGE

Knowledge Cultures , Volume 4 (2): 8 – Jan 1, 2016

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Publisher
Addleton Academic Publishers
Copyright
© 2009 Addleton Academic Publishers
ISSN
2327-5731
eISSN
2375-6527
Publisher site
See Article on Publisher Site

Abstract

We titled this special issue Curriculum Studies and Historicizing the Present: The Political and Impracticality of Practical Knowledge in order to speak about the politics of schooling in an unconventional way. To historicize the present is a strategy to study curriculum through the rules and standards of its “reason.” To study how we understand ourselves and the world is, one sense, akin to asking a fish about the water in which it swims. Our reason imperceptibly surrounds us and serves as a security blanket. It provides stability to the ordering and classifying of things. It makes life seem as natural and manageable. We can just take it for granted. When we cross the street, we want to trust in the knowledge that the red light means cars will stop; or, that it is a safe bet to think of the kinds of people sitting in the classroom as “children” who, if “practical” teaching methods are applied, will grow and develop into “reasonable people.” pp. 11-18

Journal

Knowledge CulturesAddleton Academic Publishers

Published: Jan 1, 2016

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