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As a follow-up to Towards a Just Curriculum Theory and Curriculum Epistemicide , this volume illuminates the challenges and contradictions which have prevented critical curriculum theory from establishing itself as an alternative to dominant Western Eurocentric epistemologies. Curriculum and the Generation of Utopia re-visits the work of leading progressive theorists and draws on a complex range of epistemological perspectives from the Middle East, Africa, Southern Europe, and Latin America. Paraskeva illustrates how counter-dominant narratives have been suppressed by neoliberal dynamics through an exploration of key issues including: itinerant curriculum theory, globalization and internationalization, as well as utopianism. Foregrounding critical curriculum theory as a vector of de-colonization and de-centralization, the text puts forth Itinerant Curriculum Theory (ITC) as an alternative form of anti-colonial, theoretical engagement. This work forms an important addition to the literature surrounding critical curriculum theory. It will be of interest to post-graduate scholars, researchers and academics in the fields of curriculum studies, curriculum theory, and critical educational research.
Utopia is a work of fiction and socio-political satire by Thomas More published in 1516 in Latin. The book is a frame narrative primarily depicting a fictional island society and its religious, social and political customs. Many aspects of More's description of Utopia are reminiscent of life in monasteries.
Political journalist Paul Berman recounts four episodes in the history of a generation: student radicalism of the years around 1968; the birth of gay liberation and modern identity politics; the anti-Communist trajectory in the Eastern bloc; and the ideals and self-criticism of thinkers in America and in France, who debated the meaning of these events. A "New York Times" Notable Book.
For over a century, Americans have translated their cultural anxieties and hopes into dramatic demands for educational reform. Although policy talk has sounded a millennial tone, the actual reforms have been gradual and incremental. Tinkering toward Utopia documents the dynamic tension between Americans' faith in education as a panacea and the moderate pace of change in educational practices. In this book, David Tyack and Larry Cuban explore some basic questions about the nature of educational reform. Why have Americans come to believe that schooling has regressed? Have educational reforms occurred in cycles, and if so, why? Why has it been so difficult to change the basic institutional patterns of schooling? What actually happened when reformers tried to reinvent schooling? Tyack and Cuban argue that the ahistorical nature of most current reform proposals magnifies defects and understates the difficulty of changing the system. Policy talk has alternated between lamentation and overconfidence. The authors suggest that reformers today need to focus on ways to help teachers improve instruction from the inside out instead of decreeing change by remote control, and that reformers must also keep in mind the democratic purposes that guide public education.
A freewheeling, sharp-shooting indictment of a tech-besotted culture. With razor wit, Nicholas Carr cuts through Silicon Valley’s unsettlingly cheery vision of the technological future to ask a hard question: Have we been seduced by a lie? Gathering a decade’s worth of posts from his blog, Rough Type, as well as his seminal essays, Utopia Is Creepy is “Carr’s best hits for those who missed the last decade of his stream of thoughtful commentary about our love affair with technology and its effect on our relationships” (Richard Cytowic, New York Journal of Books). Carr draws on artists ranging from Walt Whitman to the Clash, while weaving in the latest findings from science and sociology. Carr’s favorite targets are those zealots who believe so fervently in computers and data that they abandon common sense. Cheap digital tools do not make us all the next Fellini or Dylan. Social networks, diverting as they may be, are not vehicles for self-enlightenment. And “likes” and retweets are not going to elevate political discourse. Utopia Is Creepy compels us to question the technological momentum that has trapped us in its flow. “Resistance is never futile,” argues Carr, and this book delivers the proof.
An instant New York Times and Wall Street Journal bestseller from one of the world’s leading economists, offering a grand narrative of the century that made us richer than ever, but left us unsatisfied “A magisterial history.”—​Paul Krugman Named a Best Book of 2022 by Financial Times * Economist * Fast Company Before 1870, humanity lived in dire poverty, with a slow crawl of invention offset by a growing population. Then came a great shift: invention sprinted forward, doubling our technological capabilities each generation and utterly transforming the economy again and again. Our ancestors would have presumed we would have used such powers to build utopia. But it was not so. When 1870–2010 ended, the world instead saw global warming; economic depression, uncertainty, and inequality; and broad rejection of the status quo. Economist Brad DeLong’s Slouching Towards Utopia tells the story of how this unprecedented explosion of material wealth occurred, how it transformed the globe, and why it failed to deliver us to utopia. Of remarkable breadth and ambition, it reveals the last century to have been less a march of progress than a slouch in the right direction.
One thing above all separated the radical students who demonstrated on the streets of West Berlin and Frankfurt in 1968 from their counterparts in Berkeley or New York. In the US, the baby boomers grew up in the shadow of what Tom Brokaw called the greatest generation. In its place, Germany had the so-called Auschwitz generation. What became known in Germany as the '68 generation' or just the Achtundsechziger had grown up knowing that their mothers and fathers were directly or indirectly responsible for Nazism and in particular for the Holocaust. Germany's 1968 generation did not merely dream of a better world as some of their contemporaries in other countries did; they felt compelled to act to save Germany from itself. It was an all-or-nothing choice: Utopia or Auschwitz. Kundnani shows that the struggle of Germany's '68 generation also had a darker side. Although the 'Achtundsechziger' imagined their struggle against capitalism in West Germany as 'resistance' against Nazism, they also had a tendency to see Auschwitz everywhere and, by using images and metaphors connected with Nazism to describe events in other parts of the world, they relativized Nazism and in particular the Holocaust. Even more disturbingly, despite the anti-fascist rhetoric of the 'Achtundsechziger', there were also anti-Semitic and nationalist currents in the West German New Left that grew out of the student movement. "Utopia or Auschwitz" traces the political journey of Germany's post-war generation and examines the influence that its ambivalent attitude to the Nazi past had on the foreign policy of the 'red-green' government between 1998 and 2005, which included several former members of the student movement like Joschka Fischer. The red-green government's schizophrenic foreign policy, manifested its response to the crises in Kosovo, Afghanistan and Iraq, reflected the 1968 generation's ambivalent attitude to the Nazi past.
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This book examines the relationship between contemporary forms of critical theory and social reconstructionism, as they relate and contribute to the construction of a radical theory of education. It illustrates many of the persistent issues, problems, and goals of radical educational reform, including the importance of developing a language of possibility, utopian thought, and the critical competence necessary to reveal and deconstruct forms of oppression. Stanley perceptively and clearly reexamines new challenges posed to various forms of critical pedagogy (including reconstructionism) by the development of postmodern and poststructuralist theory, focusing on the connections and continuities between them.
Around the world, curriculum – hard sciences, social sciences and the humanities – has been dominated and legitimated by prevailing Western Eurocentric Anglophone discourses and practices. Drawing from and within a complex range of epistemological perspectives from the Middle East, Africa, Southern Europe, and Latin America, this volume presents a critical analysis of what the author, influenced by the work of Sousa Santos, coins curriculum epistemicides, a form of Western imperialism used to suppress and eliminate the creation of rival, alternative knowledges in developing countries. This exertion of power denies an education that allows for diverse epistemologies, disciplines, theories, concepts, and experiences. The author outlines the struggle for social justice within the field of curriculum, as well as a basis for introducing an Itinerant Curriculum Theory, highlighting the potential of this new approach for future pedagogical and political praxis.