Post-Reconceptualization: Exploring the Modern Era in the Area of Curriculum Studies

Document Type : Research Paper

Abstract

This study aimed to explore the nature and rationale of the post-understanding era in curriculum studies as a new wave in the field and to identify its dominant discourses. The research employed a qualitative approach using philosophical hermeneutics. The purpose of philosophical hermeneutics is to explain the nature of understanding. This study was based on Gadamer’s hermeneutic approach. The key issue addressed in this paper concerns the nature of the post-understanding era and the introduction of new topics and concepts, as well as the identification of post-understanding discourses within curriculum studies through the examination of books, articles, documents, and records. For this purpose, texts related to the meaning and aims of post-understanding were interpreted, covering sources from the late 1980s to 2023, including 10 books and 12 articles. From this analysis, 16 propositions were extracted, and based on the interpreted propositions, six discourses were identified: (1) the discourse of critical consciousness, (2) the discourse of love and care, (3) the discourse of social justice, (4) the discourse of the internationalization of curriculum studies, (5) the neo-classical discourse, and (6) the discourse of multiplicity and plurality. This inquiry emerged from reflecting on curriculum paradigms and the need to address post-discourses and explore a new era in curriculum studies.

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References

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  • Receive Date: 08 January 2024
  • Revise Date: 26 February 2024
  • Accept Date: 06 March 2024

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