Reconceptualization of curriculum studies: A brief history and personal memories
DOI:
https://doi.org/10.12697/eha.2024.12.1.02bKeywords:
curriculum, curriculum studies, reconceptualization, Tyler rationaleAbstract
The article presents a brief history of the reconceptualization of curriculum studies based on documents and my own memories. Reconceptualization has had a significant impact on understanding the curriculum not only as goals and instructional actions followed by evaluation but as a complicated, interdisciplinary conversation. Reconceptualization originated in the USA in the 1970s, when a new generation of curriculum researchers challenged the dominant Tylerian perspective on curriculum.
The first years of reconceptualization were, however, turbulent. Reconceptualists presented critiques of managerial perspectives in curriculum theorizing but, according to critiques, had no clear theory to replace the mainstream. In the 1980s and 1990s, reconceptualist scholars focused on understanding curriculum, presenting extensive pieces of work, such as Pinar’s and his colleagues’ book titled Understanding Curriculum. Also, William Doll made a significant impact on describing the postmodern context for education and curriculum. During the last 20 years, reconceptualization has taken steps towards discourses with the educational practice. This same perspective is also evident in the Finnish research on curriculum studies. In addition to being a complicated conversation, education should focus on promoting autobiographical and identity-related processes. Arts is often proposed as a context for expanding imagination and creativity. Despite the general practical perspectives, reconceptualization is still a critical movement against simplistic, technocratic models in which curriculum is prescribed and measurable learning objectives dominate.
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