Moving on (part 2): Power and the child in curriculum history

Baker, Bernadette (2001) Moving on (part 2): Power and the child in curriculum history. Journal of Curriculum Studies, 33(3), pp. 277-302.

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This paper is the second in a two-part series that maps continuities and ruptures in conceptions of power and traces their effects in educational discourse on 'the child'. It delineates two post-Newtonian intellectual trajectories through which concepts of 'power' arrived at the theorization of 'the child': the paradoxical bio-physical inscriptions of human-ness that accompanied mechanistic worldviews and the explanations for social motion in political philosophy. The intersection of pedagogical theories with 'the child' and 'power' is further traced from the latter 1800s to the present, where a Foucaultian analytics of power-as-effects is reconsidered in regard to histories of motion. The analysis culminates in an examination of post-Newtonian (dis)continuities in the theorization of power, suggesting some productive paradoxes that inhabit turn of the 21st-century conceptualizations of the social.

Impact and interest:

5 citations in Scopus
3 citations in Web of Science®
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ID Code: 89882
Item Type: Journal Article
Refereed: Yes
DOI: 10.1080/00220270117713
ISSN: 1366-5839
Deposited On: 25 Nov 2015 04:21
Last Modified: 25 Nov 2015 04:23

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