Details
A Lacanian Theory of Curriculum in Higher Education
The Unfinished Symptom|
CHF 65.00 |
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| Verlag: | Palgrave Pivot |
| Format: | |
| Veröffentl.: | 04.10.2018 |
| ISBN/EAN: | 9783319997650 |
| Sprache: | englisch |
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Beschreibungen
<p>This volume presents a distinctively Lacanian psychoanalytic approach to the theorizing, understanding, and critique of curriculum in higher education. In this work, the author presents the main theories of curriculum in the current discourse, develops a notion of critique, and applies it to existing global guidelines for curriculum reform. Relying on the architectonic of the subject as developed across the work of Jacques Lacan—expressed in the registers of the Symbolic, the Imaginary, and the Real—the author provides a new approach to understanding curriculum in terms of the psychic dynamics that explain its workings.</p>
<div><div>Chapter 1. Introduction</div><div><br></div><div>Chapter 2. The Formation of the Subject: Curriculum as an Unfinished Symptom</div><div><br></div><div>Chapter 3. Critique: Between Theory and Method</div><div><br></div><div>Chapter 4. Analyzing Symptoms in Policy: A Psychoanalytic Reading</div><br></div><div>Chapter 5. Concluding Thoughts</div>
<div><p>Fernando M. Murillo holds a PhD in Curriculum Studies from the University of British Columbia, Canada. His current work focuses on education, psychoanalysis, and German educational theory and philosophy.</p></div>
<div><p>This volume presents a distinctively Lacanian psychoanalytic approach to the theorizing, understanding, and critique of curriculum in higher education. In this work, the author presents the main theories of curriculum in the current discourse, develops a notion of critique, and applies it to existing global guidelines for curriculum reform. Relying on the architectonic of the subject as developed across the work of Jacques Lacan—expressed in the registers of the Symbolic, the Imaginary, and the Real—the author provides a new approach to understanding curriculum in terms of the psychic dynamics that explain its workings.</p><br></div>
<p>Fills a gap in existing literature by providing a specifically Lacanian theoretical frame to understanding curriculum</p><p>Proposes a psychoanalytic curricular critique as a form of research in education</p><p>Develops a methodological approach to educational criticism in psychoanalytic terms</p>
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