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An Aural History of Critique in Curriculum : = An account of being critical in post-reconceptualist curriculum studies.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	An Aural History of Critique in Curriculum :/
其他題名:	An account of being critical in post-reconceptualist curriculum studies.
作者:	Phillips, Patrick.
面頁冊數:	1 online resource (70 pages)
附註:	Source: Masters Abstracts International, Volume: 55-01.
Contained By:	Masters Abstracts International55-01(E).
標題:	Education history. -
電子資源:	click for full text (PQDT)
ISBN:	9781339063461

An Aural History of Critique in Curriculum : = An account of being critical in post-reconceptualist curriculum studies.
Phillips, Patrick.

An Aural History of Critique in Curriculum :An account of being critical in post-reconceptualist curriculum studies. - 1 online resource (70 pages)

Source: Masters Abstracts International, Volume: 55-01.

Thesis (M.A.)--University of Toronto (Canada), 2015.

Includes bibliographical references

This thesis is a piece of criticism about criticism in post-reconceptualist curriculum studies: how if functions, what it makes possible, and what or whom it forecloses. I begin with my argumentative parameters, my social and social discursive locations, and their critical implications. I then define criticism as the evaluative gesture of critique, and further define critique as the generative ethos of being critical, grounded in historical-discursive example. Through rhetoric as critique, I take the contexts and documents of post-reconceptualist discourse as the objects of my analysis to demonstrate that curriculum is born of critical rupture and generative critique. Concluding with demonstrations of this aural process, I argue that the field today is and can be made or remade through the choices of scholars to engage (or not) in particular acts of intellection. I end with a call for relevance and accounting of our own critical agency in curriculum.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339063461Subjects--Topical Terms:

1179887
Education history.
Index Terms--Genre/Form:

554714
Electronic books.

An Aural History of Critique in Curriculum : = An account of being critical in post-reconceptualist curriculum studies.
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504 $a Includes bibliographical references
520 $a This thesis is a piece of criticism about criticism in post-reconceptualist curriculum studies: how if functions, what it makes possible, and what or whom it forecloses. I begin with my argumentative parameters, my social and social discursive locations, and their critical implications. I then define criticism as the evaluative gesture of critique, and further define critique as the generative ethos of being critical, grounded in historical-discursive example. Through rhetoric as critique, I take the contexts and documents of post-reconceptualist discourse as the objects of my analysis to demonstrate that curriculum is born of critical rupture and generative critique. Concluding with demonstrations of this aural process, I argue that the field today is and can be made or remade through the choices of scholars to engage (or not) in particular acts of intellection. I end with a call for relevance and accounting of our own critical agency in curriculum.
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