A Critical Approach to Postmoderne Curriculum

پژوهش نامه مبانی تعلیم و تربیت

Article 1, Volume 5, Issue 1, September 2015, Pages 5-29   

Document Type: پژوهشی

DOI: 10.22067/fe.v5i1.28345

Authors

Maghsood Amin Khandaghi^* ; Sayyed Ali Ghaderi

Ferdowsi University of Mashhad

Abstract

The main aim of this study was identifying effects of post modernism paradigm and to criticize of its functions in the field of curriculum and its epistemological domains. To get this purpose, it was used an analytical-inferential method. After inquiring in viewpoints of advocate and critic thinkers of this intellectual stream, the results were demonstrated that although this paradigm has insufflated a new inspirit in the body of curriculum studies and has call thinkers of this domain for inevitable review and reform the foundations and even practices of curriculum and pay attention to its neglected and hidden issues, such as promoting critical thinking in students, highlighting the contribution of teachers and students in producing of curricula, respect to multiplicity of ideas and tolls of being limited to mechanical patterns, But denying many of basis, instituted thoughtful values and efforts cleaning up and deconstructing of them will lead to anarchy, chaos and nihilism in human societies. Therefore, in encountering with this paradigm, it is necessary for thinkers and authorities of curriculum studies that firstly recognize the nature and philosophical foundations that have control on it before taking up an agreement or disagreement position about it and then do proper actions for propagation or rejecting its ideas with complete awareness and insight.

Keywords

Modernism; Postmodernism; curriculum; curriculum development; Critique

References

Ahanchian, M. R. (2003). Education in Postmodern conditions. Tehran: Tahori Press. (In Persian)

Bagheri, Kh. (1996). Education at the view of Post Modernism. Quarterly Jornal of the Faculty of Psychology and Education of Tehran University, 2(1-4), 63-83. (In Persian)

Beyrami Pour, A.; Bakhtiar Nasrabadi, H., & Hashemi, S. H. (2010). Postmodern and reforms in curriculum. New Educational Approches. 5 (1), 31-66. (In Persian)

Cahoone, L. (2003). Introduction', From Modernism to Postmodernism. (Group of Translators, Trans) Rashidian (Ed). Tehran: Ney Press. (In Persian)

Cole, M., Hill, D., Rikowski, G. (1997). Between Postmodernism and Nowhere: the Predicament of the Postmodernist. British Journal of Educational Studies. 45 (2), 187-200.

Crittenden, B. S. (2011). Cultural pluralism and common curriculum. In M. Sharif, (Trans. and Ed.), Curriculum: Discurse of theory, research and practice- postmodern curriculum. Esfahan: Jahad Daneshgahi Press. (In Persian)

Ebrahimi Dinani, Gh. (2010). The beginnings of philosophy: criticism. Retrieved from http://fanoosonline.ir/1390-10-09-07-15-14/html. (In Persian)

Eisner, E. (2010). The Educational Imagination. (Gh. Khoynezhad & M. Mehrmohammadi, Trans.) In Mehrmohammadi & colleagues. Curriculum: Theories, Aproaches and Prespectives (2ed edition) (pp. 112-147). Tehran, SAMT & Mashhad, Behnash Press. (In Persian)

Expert Meeting on do’s and doesn’t of critique writing (2011). Kolliat Ketab Mah, 14 (13), 8-16.

Fardanesh, H. (2006). Advanced Teaching Methods. Tehran: Kavir Press. (In Persian)

Farmahini Farahani, M. (2004). Post Modernism and Education. Tehran: Aeeizh. (In Persian)

Fathi Vajargah, K. (2007). Curriculum: Toward new Identities. Tehran: Aeeizh. (In Persian)

Ghaderi, M. (2010). Solving the problem of choice annihilation in post modern curricula. New thoughts on Education. 6 (2), 53-73. (In Persian)

Giroux, H., Penna, A., & Pinar, W. (2010). Curriculum and Instruction. (M. Sharif, Trans.) In M. Mehrmohammadi & colleagues. Curriculum: Theories, Aproaches and Prespectives (2ed edition) (pp. 61-72). Tehran: SAMT & Mashhad, Behnashr Press. (In Persian)

Glanz, J., & Behar-Horenstein, L. S. (2000). Paradigm debates in Curriculum and Supervision: Modern and Postmodern. Praeger Pub Text

Hok-chun, K. D. (2002). Quality Education through a Post-modern Curriculum. Hong Kong Teacher’s Centre Journal. 1, 56-73.

Liu, J. S., & Liu, S. H. (1997). Modernism, postmodernism, and neo-confucian thinking: A critical history of paradigm shifts and values in academic psychology. .New ideas in psychology, 15 (2), 159-178.‏

Macdonald, D. (2003). Curriculum change and the post-modern world: Is the school curriculum-reform movement an anachronism? Journal of Curriculum Studies. 35 (2), 139-149.

Maleki, H. (2002). Curriculum Development (Practice Guide). Mashhad: Payam Andisheh. (In Persian)

Marsh, C. J. (2009). Key Concepts for Understanding Curriculum. London: Taylor & Francis Routledge.

Mehrmohammadi, M. (2012). Methodological Pluralism: Decline of Positivism or Demise of Actualy? Foundations of Education. 2 (1), 27-46. (In Persian)

Mohammadi, M. A., & Abdolkarimi, B. (2005). We and Post Modernism: Critique and review of Postmodernism Discours. Tehran: Jahad Daneshgahi’s Institute of Humanities and Social Studies. (In Persian)

Nieto, S., et al (2011). Identity, community, and diversity: Retheorizing multicultural curriculum for the postmodern era. In M. Sharif (Ed and Trans), Curriculum: Discurse of theory, research and practice- postmodern curriculum. 1st. Esfahan: Jahad Daneshgahi Press. (In Persian)

Ornstein, A. C. & Hunkins, F. P. (2009). Curriculum: Foundations, Principles, and Issues. (5th Ed). Pearson International Edition.

Oser, F., Reichenbach, R., & Walker, J.C. (1999). Hopelessly Modern? The Impact of Postmodern Perspectives on the Curriculum-Introduction. Educational Philosophy and Theory, 31 (2), 221-223.

Pinar et al. (2011). Understanding curriculum as phenomenological and deconstructed text. In M. Sharif (Ed and Trans), Curriculum: Discurse of theory, research and practice- postmodern curriculum. 1st. Esfahan: Jahad Daneshgahi Press. (In Persian)

Piirto, J. (1999). Implications of Postmodern Curriculum Theory for the Education of the Talented. Journal for the Education of the Gifted. 22 (4), 324–353.

Salsabili, N. (2003). Curriculum Perspectives: Understandings, Assimilating, and Models. Tehran: Research Institute for Education. (In Persian)

Schostak, J. (1991). Modernism, Post-Modernism: the Curriculum of Surfaces. Paper presented in Spencer Hall Invitational Conference, University of Western Ontario.

Slabbert, J. A. & Hattingh, A. (2006). Where is the post-modern truth we have lost in reductionist knowledge? A curriculum’s epitaph. Journal of Curriculum Studies..38 (6), 701–718.

Slattery, P. (2007). Curriculum Development in the Postmodern Era. (2th edition). New York: Routledge.

Slattery, P. (2013). Curriculum Development in the Postmodern Era: Teaching and Learning in an Age of Accountability. New York: Routledge.

Sokal, A. & Bricmont, J. (2005). Postmodern Nonsense: Postmodern Intellectuals Abuse of Science. (E. Sabeti, Trans.). Tehran: Qoqnoos. (In Persian)

Stuever, N. L. (2009). Review Article: A post-modern perspective on curriculum. Journal of Teaching and Learning. 6 (1), 87-90.

Tatusko, A. M. (2005). The Tacit Media Pedagogy as Praxial Critique: A Critique of Postmodern Theory for Higher Education Curriculum. Teachers College Record. 107 (1), 114-136.

Walker, D. F. (2010). Curriculum theory is many things to many people. (H. AmirTaimori, Trans.) In Mehrmohammadi & colleagues. Curriculum: Theories, Aproaches and Prespectives (2ed edition) (pp. 84-95). Tehran, SAMT & Mashhad, Behnash Press. (In Persian)

Ward, G. (2005). Postmodernism. (A. Morshedizadeh, Trans.). Tehran: Ghasideh Sara Press. (In Persian)