Abstract
This essay is a critical humanist discussion of curriculum; a departure from the technicist view of education [education meant to support a global capitalist economy] and an analysis of curriculum considering critical humanism, political economy and critical race theory among other modes of critical analysis and inquiry. Our discussion supports a revolutionary curriculum: the turn from a static coercive system of domination where the everyday lives of students are controlled to a dynamic liberatory education where education supports a student's imaginary (Pinar), creativity and their everyday practice of freedom (Freire, Greene, hooks).
| Original language | American English |
|---|---|
| Pages (from-to) | 205-227 |
| Number of pages | 23 |
| Journal | Journal for Critical Education Policy Studies |
| Volume | 12 |
| Issue number | 3 |
| State | Published - Dec 2014 |
Keywords
- critical education
- critical theory
- education for social justice
- humanism
EGS Disciplines
- Bilingual, Multilingual, and Multicultural Education