Curriculum as Social Psychoanalysis: The Significance of Place

Product Description Contemporary curriculum discourses include historical, political, and autobiographical understandings ― all important in the effort to read critically the educational act. The authors of this volume introduce the notion of “place” to the study of curriculum, focusing on the “southern place” to ground and illustrate this form of analysis. Curriculum that recognizes the significance of place, that situates itself geographically, extends the social psychoanalytic methodology and concretizes its emancipatory intent. Review “I think this is one of the best books, one of the most original books, I have come across in a decade of reading and writing in the field of curriculum theory. It challenges the standard curriculum discourse’s preoccupation with standardization, universalization, and objectivity.” ― Henry A. Giroux, Miama University“I enjoyed reading a book that said something concrete and that taught me something new. I was fascinated by both the thesis of place and the abundant information regarding its function in social and individual life.” ― Jo Anne Pagano, Colgate University“The book demonstrates many ramifications of the significance of place with respect to race and gender. It also deals with the practical implications of place to the curriculum. This combination is of major intellectual importance.“I found the book fascinating to read. It defines the social and psychological implications of place in a number of very thought-provoking ways. The curriculum field will be enriched by this text.” ― William M. Reynolds, University of Wisconsin About the Author Joe L. Kincheloe is Professor of Education at Clemson University.William F. Pinar is Professor and Chair of the Department of Curriculum and Instruction at Louisiana State University.