Deconstructing a curriculum of dominance: teacher education, colonial frontier logics, and residential schooling

Smith, Bryan, Ng-A-Fook, Nicholas, Berru, Sara, and Spence, Kevin (2011) Deconstructing a curriculum of dominance: teacher education, colonial frontier logics, and residential schooling. Transnational Curriculum Inquiry, 8 (2). pp. 53-70.

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Abstract

[Extract]... in this article we write collaboratively towards deconstructing hwo we might redress such present absences in the curriculum thorugh our current occupations, research, and intellectual studies as Canadian curriculum theory project. As Ng-A-Fook (2007, 2009) suggests elsewhere such deconstructive work involves tracing genealogies, and uncovering the contextual political and historical layers from which certain narratives emerge, are promised, and made possible through the stories and respective national mythologies we tell one another in shcools and its respective curricula. The province of Ontario, albeit not globally alone, continues to invest in narrative capital which attempts to reproduce standardized subjects, with a common curriculum, and thus disseminate its empire through ideological apparatuses - juridical, educational, medical, religious, etc. - which makes the subject of deconstruction, and the deconstruction of a curriculum of dominance all the more pressing today.

Item ID: 52500
Item Type: Article (Research - C1)
ISSN: 1449-8855
Date Deposited: 12 Apr 2018 04:59
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9303 Curriculum > 930399 Curriculum not elsewhere classified @ 100%
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