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An Aural History of Critique in Curr...

Phillips, Patrick.

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An Aural History of Critique in Curriculum: An account of being critical in post- reconceptualist curriculum studies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Aural History of Critique in Curriculum: An account of being critical in post- reconceptualist curriculum studies./
Author:	Phillips, Patrick.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	71 p.
Notes:	Source: Masters Abstracts International, Volume: 78-10.
Contained By:	Masters Abstracts International78-10.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10160363
ISBN:	9781369152715

An Aural History of Critique in Curriculum: An account of being critical in post- reconceptualist curriculum studies.
Phillips, Patrick.

An Aural History of Critique in Curriculum: An account of being critical in post- reconceptualist curriculum studies. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 71 p.

Source: Masters Abstracts International, Volume: 78-10.

Thesis (M.A.)--University of Toronto (Canada), 2015.

This item must not be added to any third party search indexes.

This thesis is a piece of criticism about criticism in post-reconceptualist curriculum studies: how if functions, what it makes possible, and what or whom it forecloses. I begin with my argumentative parameters, my social and social discursive locations, and their critical implications. I then define criticism as the evaluative gesture of critique, and further define critique as the generative ethos of being critical, grounded in historical-discursive example. Through rhetoric as critique, I take the contexts and documents of post-reconceptualist discourse as the objects of my analysis to demonstrate that curriculum is born of critical rupture and generative critique. Concluding with demonstrations of this aural process, I argue that the field today is and can be made or remade through the choices of scholars to engage (or not) in particular acts of intellection. I end with a call for relevance and accounting of our own critical agency in curriculum. ii.

ISBN: 9781369152715Subjects--Topical Terms:

516579
Education.

An Aural History of Critique in Curriculum: An account of being critical in post- reconceptualist curriculum studies.
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245 1 3 $a An Aural History of Critique in Curriculum: An account of being critical in post- reconceptualist curriculum studies.
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300 $a 71 p.
500 $a Source: Masters Abstracts International, Volume: 78-10.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Gaztambide-Fernandez, Ruben A.
502 $a Thesis (M.A.)--University of Toronto (Canada), 2015.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a This thesis is a piece of criticism about criticism in post-reconceptualist curriculum studies: how if functions, what it makes possible, and what or whom it forecloses. I begin with my argumentative parameters, my social and social discursive locations, and their critical implications. I then define criticism as the evaluative gesture of critique, and further define critique as the generative ethos of being critical, grounded in historical-discursive example. Through rhetoric as critique, I take the contexts and documents of post-reconceptualist discourse as the objects of my analysis to demonstrate that curriculum is born of critical rupture and generative critique. Concluding with demonstrations of this aural process, I argue that the field today is and can be made or remade through the choices of scholars to engage (or not) in particular acts of intellection. I end with a call for relevance and accounting of our own critical agency in curriculum. ii.
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