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Curriculum Theorists in the Classroom: Subjectivity, Crises, and Socio-environmental Equity

  • Avril AitkenEmail author
  • Linda Radford
Chapter

Abstract

This chapter is a call to curriculum theorists to renew attention to the significance of psychic dynamics in education, particularly in the teacher education classroom where subjectivities are faced with so many competing demands—not the least of which is the challenge to solve the problems of a world in the midst of a socio-environmental crisis. Drawing on the story of what unfolded in a socio-environmentally focused capstone course with teacher candidates in the final year of a concurrent education program, the chapter incorporates the findings of an inquiry into the future teachers’ perceptions of their professional role in connection with teaching for socio-environmental equity. The chapter closes with consideration of the curriculum theorists’ entanglements and implications for teacher education and curriculum theorizing, at this point in time.

Keywords

Interdisciplinary learning Socio-environmental equity Subjectivity Psychoanalysis Teacher education 

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Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.Bishop’s UniversitySherbrookeCanada
  2. 2.University of OttawaOttawaCanada

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