Skip to Content

Democratic Education as a Curricular Problem

Historical Consciousness and the Moralizing Limits of the Present

By Daniel Friedrich

Routledge – 2014 – 142 pages

Series: Routledge Cultural Studies in Knowledge, Curriculum, and Education

Purchasing Options:

  • Add to CartHardback: $135.00
    978-0-415-80911-5
    December 27th 2013

Description

By repositioning democratic education not as something that can be achieved by following a certain, proven process, but as an inherently paradoxical enterprise in its dealings with the tension between schooling as the intentional production of citizens and the uncertainties of democracy, an alternative way of reading the curriculum emerges. This book aims not at arriving at the right combination of theory, policy and praxis that will provide the democratic utopia, but at historicizing the discourses that have shaped the ways in which we think and act in the field of education.

Contents

Prologue: Democracy and the Normal 1. The Production of the Citizen as a Research Problem 2. Historical Consciousness as a Pedagogical Device in the Production of the Responsible Citizen 3. Legislating the Production of Responsible Citizens: Argentine Education Laws and the Framing of Darkness 4. The Mobilization of Historical Consciousness in the Narratives about the Last Dictatorship Presented in Textbooks and Other Didactic Materials 5. The Memoryscape in Buenos Aires: Re-Presentation, Memory and Pedagogy Concluding Thoughts: Re-Framing the Questions, Re-Reading the Curriculum

Author Bio

Daniel S. Friedrich is Assistant Professor in the Dept. of Curriculum and Teaching at Teachers College, Columbia University. Prof. Friedrich is currently interested in the travelling of teacher education reforms around the world. He has published articles in Comparative Education Review and the Journal of Curriculum Theorizing among others.

Name: Democratic Education as a Curricular Problem: Historical Consciousness and the Moralizing Limits of the Present (Hardback)Routledge 
Description: By Daniel Friedrich. By repositioning democratic education not as something that can be achieved by following a certain, proven process, but as an inherently paradoxical enterprise in its dealings with the tension between schooling as the intentional production of citizens...
Categories: Citizenship, Philosophy of Education, Theory of Education, Sociology of Education, Education Policy & Politics