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Power, Curriculum, and Embodiment pp 1–23Cite as

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Power, Curriculum, and Embodiment

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Part of the book series: Curriculum Studies Worldwide ((CSWW))

Abstract

This chapter contextualizes the general economy of power in which post-Reconceptualization curriculum studies is situated, specifically an education policy agenda predicated on conservative modernization, audit culture, and coercive accountability. The chapter discusses synoptic content analysis and advocates for curriculum scholarship contextualized in Foucault’s analysis of disciplinary power to re-think curriculum as a site through which to embody counter-conduct against dehumanizing configurations of institutional power and to generate new counter-politics that move toward self and social reconstruction.

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Authors and Affiliations

  1. Department of Teaching and Learning, Florida International University, Miami, Florida, USA

    James P. Burns

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  1. James P. Burns
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Burns, J.P. (2018). Power, Curriculum, and Embodiment. In: Power, Curriculum, and Embodiment. Curriculum Studies Worldwide. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-68523-6_1

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  • DOI: https://doi.org/10.1007/978-3-319-68523-6_1

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-68522-9

  • Online ISBN: 978-3-319-68523-6

  • eBook Packages: EducationEducation (R0)

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