Teaching curriculum theory as a Baradian apparatus

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Abstract

This article is a discussion of the intersection between curriculum theory and agential realism as it emerged in the development of a curriculum theory course. During the process of designing such a course, I found myself wrestling with the different theoretical understandings of curriculum. What I came to realize was that while all of the theories I encountered have merits, none individually seem to capture the whole of what researchers/teachers understand to be curriculum as they encounter it in the classroom. Also, the different theories seem to be incommensurable with each other and, thus, cannot be synthesized into a single more comprehensive theory. In response to these realizations and in an effort to develop the course, I turn to Karen Barad’s agential realism and specifically her theory of the apparatus. My conclusion is that curriculum theory itself is an apparatus. This article is an explanation of both that process of realization and the applicable theories of Barad’s agential realism. I conclude this article by arguing that engaging curriculum theory as a Baradian apparatus in courses for new researchers/teachers can prepare them to engage with those theories differently and with more agility in their future practice.

Original languageEnglish (US)
Pages (from-to)2029-2042
Number of pages14
JournalEducational Philosophy and Theory
Volume54
Issue number12
DOIs
StatePublished - 2022

All Science Journal Classification (ASJC) codes

  • Education
  • History and Philosophy of Science

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