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Angelina Weenie

Curricular Theorizing From The Periphery

Angelina Weenie
Indian Education

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     Last modified: February 28, 2006

Abstract
Curricular Theorizing From The Periphery

ABSTRACT

With its tensions, conflicts, and contradictions, Aboriginal curriculum is experiencing a metamorphic and transformational period. Poststructuralism and postmodernism offer those alternative modes of inquiry and interpretation. The author presents an exploration and analysis of poststructuralism and its implications for Aboriginal curricular theorizing.

The author begins with memory work to represent lived curriculum. The use of memory work facilitates an examination and understanding of positioning, and the biases, and assumptions that constitute curricular work. It also brings into perspective an awareness of the interpretive lens that educators bring into curricular theorizing.

The story of curriculum and how knowledge making came to be structured is discussed. Various interpretations and definitions of curriculum are reviewed in working toward a more definitive understanding of Aboriginal curriculum. The author presents theoretical perspectives of curriculum as vision, and discusses cultural difference in curricular theorizing.




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