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Power, Curriculum, and Embodiment pp 125–148Cite as

Palgrave Macmillan

Re-thinking Power and Curriculum

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Part of the book series: Curriculum Studies Worldwide ((CSWW))

Abstract

This chapter advocates for curriculum scholarship as the embodiment of counter-conduct as the courage of truth. Truth-telling can create spaces within disciplinary institutions to generate new counter-politics to commonsense hegemonic discourses around neoliberal capitalist globalization to reveal techniques of power aimed at producing compliant populations of superfluous people. The chapter proposes re-thinking curriculum studies by connecting Foucault’s genealogical tactic with his analysis of parrhēsia, or “free-spokenness,” the embodiment of truth in one’s life, which resonates with Pinar’s post-Reconceptualization understanding of curriculum as complicated conversation through which to reconstruct the self and the social.

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Authors and Affiliations

  1. Department of Teaching and Learning, Florida International University, Miami, Florida, USA

    James P. Burns

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  1. James P. Burns
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Burns, J.P. (2018). Re-thinking Power and Curriculum. In: Power, Curriculum, and Embodiment. Curriculum Studies Worldwide. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-68523-6_5

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  • DOI: https://doi.org/10.1007/978-3-319-68523-6_5

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-68522-9

  • Online ISBN: 978-3-319-68523-6

  • eBook Packages: EducationEducation (R0)

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