Common and Divided School Curriculum

From Mass Compulsory Schooling to Technofuturists Envisionings
  • Bernadette BakerEmail author
  • Liang Wang
Living reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)


This chapter explores how historical studies in education around the common and divided school curriculum could be reapproached between two jolts or ruptures – the invention of compulsory schooling and the potential disappearance of the same. It starts from the difficulty of invoking a unitary State apparatus and institutional historicity in effort to draw finite conclusions around the constitution of child/curriculum, common/divided, progressive/conservative, and American/US in regard to compulsory school attendance. It proceeds, via Deleuze and Guattari’s rhizomatic Nomadology, with the de- and reterritorializations that have marked curriculum historical studies of the twentieth century, and via Foucault’s wager at the edge of the sea, to analyze the rearrangements of knowledge by movements such as AI, neuroscience, and Big Data, upon which human’s putative distinctiveness has been built. In doing so, it calls attention to the intersection of human-centered education and the transhumanist movement’s aim to separate “qualities” like consciousness and intelligence from a physical substrate like body. It concludes with an examination of how this “trading zone” around qualities thought previously unique to the human make the invention of compulsory schooling and of a common and divided school curriculum available for a different set of realizations.


Compulsory schooling Curriculum History Nomadology Knowledge Trading zones Consciousness Intelligence Man USA 


  1. Ariès P. Centuries of childhood: a social history of family life (trans: Baldick R). New York: Vintage Books; 1961/1962.Google Scholar
  2. Baker B. In perpetual motion: theories of power, educational history, and the child, vol. 14. New York: Peter Lang; 2001.Google Scholar
  3. Baker B. From the genius of man to the man of genius, part two: inheriting (ideas about) genius. Hist Educ Rev. 2005;34(2):78–94.CrossRefGoogle Scholar
  4. Baker B. New curriculum history. Rotterdam: Sense Publishers; 2009.CrossRefGoogle Scholar
  5. Baker B. Big data and technologies of self. [Article 6]. J Educ Controv (Spec Ed.). 2017;11(1):1–73.
  6. Barry D, Elmes M. Strategy retold: toward a narrative view of strategic discourse. In: Minahan S, Cox JW, editors. The aesthetic turn in management. London: Routledge; 2018. p. 429–52.Google Scholar
  7. Bernal M. Black Athena: the Afroasiatic roots of classical civilization. New Brunswick: Rutgers University Press; 1987.Google Scholar
  8. Bostrom N. Superintelligence: paths, dangers, strategies. Oxford: Oxford University Press; 2014.Google Scholar
  9. Cannella GS. Deconstructing early childhood education: social justice and revolution. New York: Peter Lang Publishers; 1997.Google Scholar
  10. Counts G. Dare the school build a new social order? New York: The John Day Company; 1932.Google Scholar
  11. Deleuze G, Guattari F. A thousand plateaus: capitalism and schizophrenia (trans: Massumi B). Minneapolis: University of Minnesota Press; 1980/1987.Google Scholar
  12. Dewey J. The child and the curriculum. Chicago: The University of Chicago Press; 1902.Google Scholar
  13. Foucault M. The order of things: an archaeology of the human sciences. New York: Vintage Books; 1970.Google Scholar
  14. Foucault M. Language, counter-memory, practice: selected essays and interviews. Ithaca: Cornell University Press; 1977.Google Scholar
  15. Galison P. Image & logic: a material culture of microphysics. Chicago: The University of Chicago Press; 1997.Google Scholar
  16. Hall GS. The ideal school as based on child study. The Forum. 1901;32(1):24–9.Google Scholar
  17. Hamilton D. On the origin of the educational terms class and curriculum. In: Baker B, editor. New curriculum history. Rotterdam: Sense Publishers; 2009. p. 3–24.Google Scholar
  18. Heidegger M. Being and time (trans: Macquarrie J, Robinson E). New York: Harper & Row; 1962.Google Scholar
  19. Heidegger M. The question concerning technology and other essays (trans: Lovitt W). New York: Harper & Row; 1977.Google Scholar
  20. Herrick J. Visions of technological transcendence: human enhancement and the rhetoric of the future. Anderson: Parlor Press; 2017.Google Scholar
  21. Ingstad B, Reynolds-Whyte S, editors. Disability and culture. Berkeley/Los Angeles: University of California Press; 1995.Google Scholar
  22. Kant I. Critique of pure reason (trans: Pluhar WS). Indianapolis: Hackett Publishing Company; 1781/1996.Google Scholar
  23. Kliebard H. The struggle for the American curriculum, 1893–1958. Boston: Routledge and Kegan Paul; 1987.Google Scholar
  24. Lacan J. Ecrits: a selection. New York: W. W. Norton & Company; 2004.Google Scholar
  25. Luhmann N. Social systems (J. John Bednarz, with Dirk Baecker, trans.). Stanford: Stanford University Press; 1985/1995.Google Scholar
  26. Massumi B. What concepts do: preface to the Chinese translation of a thousand plateaus. Deleuze Stud. 2010;4(1):1–15.CrossRefGoogle Scholar
  27. Miller SA. Native America writes back: the origin of the indigenous paradigm in historiography. Wicazo Sa Rev. 2008;23(2):9–28.CrossRefGoogle Scholar
  28. Munslow A. Deconstructing history. London: Routledge; 2006.CrossRefGoogle Scholar
  29. Nietzsche FW. The will to power (Introduction by R. Kevin Hill) (trans: Scarpitti MA, Hill RK). New York: Penguin Classics; 1887/2017.Google Scholar
  30. O’Neil C. Weapons of math destruction: how big data increases inequality and threatens democracy. New York: The Crown Publishing Group; 2016.Google Scholar
  31. Peters MA. Deep learning, education, and the final stage of automation. Educ Philos Theory. 2017. Scholar
  32. Pickens D. Eugenics and the progressives. Nashville: Vanderbilt University Press; 1968.Google Scholar
  33. Pinar WF, Reynolds WM, Slattery P, Taubman P. Understanding curriculum. In: Kincheloe J, Steinberg S, editors. Counterpoints. New York: Peter Lang; 1995.Google Scholar
  34. Rice J. The public-school system of the United States. New York: Arno Press; 1893.Google Scholar
  35. Richardson J. Common, delinquent and special: the institutional shape of special education. New York: Falmer Press; 1999.Google Scholar
  36. Rose N, Abi-Rached JM. Neuro: the new brain sciences and the management of the mind. Princeton: Princeton University Press; 2013.CrossRefGoogle Scholar
  37. Tegmark M. Life 3.0: being human in the age of artificial intelligence. New York: Alfred A. Knopf; 2017.Google Scholar
  38. Tyler RW. Basic principles of curriculum and instruction. Chicago/London: The University of Chicago Press; 1949/1969.Google Scholar
  39. Urofsky MI. Reforms and response: the Yale report of 1828. Hist Educ Q. 1965;5(1):5367.CrossRefGoogle Scholar
  40. Watkins W. Black curriculum orientations: a preliminary inquiry. Harv Educ Rev. 1994;63(Fall):321–38.Google Scholar
  41. Weheliye A. Habeas viscus: racializing assemblages, biopolitics, and black feminist theories of the human. Durham: Duke University Press; 2014.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.University of Wisconsin-MadisonMadisonUSA

Personalised recommendations