The question of the curriculum in dark times: Hannah Arendt, W. G. Sebald, and teachers as autobiographical subjects

Authors

DOI:

https://doi.org/10.20435/serie-estudos.v0i0.1500

Keywords:

curriculum policies, autobiography, subject

Abstract

This article explores the intersections between Arendt's writings on lives and Sebald's version of life-writing, looking to reflect on how these intersections contribute to the issue of the autobiographical subject in curriculum studies as it pertains to the discernment of the relationship between thought and judgment. It argues how recurrent issues of current education, such as reducing teachers and students to numbers, instruments, behaviors, serve a given purpose. It concludes by affirming that, in curricular terms, this discernment and commitment takes us back to subjective reconstruction.

Author Biography

Teresa Strong-Wilson, Universidade de McGill, Canadá

Doutora em Educação e mestre em Educação pela Universidade de Victoria. “Associate Professor” na Universidade de McGill, Canadá, em que faz parte do Departamento de Estudos Integrados em Educação. Áreas de experiência: alfabetização; histórias; autobiografia; metodologias narrativas; educação para justiça social; educação indígena; metodologias participativas; pesquisa-ação; documentação e reflexão sobre documentação no ensino; memória; memória de infância; formação estratificada; trabalho de memória; a criança, infância, memória infantil, literatura infantil, abordagem de Reggio Emilia ao pensamento infantil, alfabetização precoce, envolvimento familiar/alfabetização familiar; teoria do currículo, em particular, currere; os escritos de W. G. Sebald no que diz respeito a currere; professores; pensamento e mudança do professor (incluindo justiça social; tecnologias digitais); desenvolvimento profissional; identidade do professor.

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Published

2020-09-11

How to Cite

Strong-Wilson, T. . (2020). The question of the curriculum in dark times: Hannah Arendt, W. G. Sebald, and teachers as autobiographical subjects. Série-Estudos - Periódico Do Programa De Pós-Graduação Em Educação Da UCDB. https://doi.org/10.20435/serie-estudos.v0i0.1500

Issue

v. 25, n. 55, set/dez. 2020

Section

Dossiê: As (novas) políticas curriculares para formação docente: paradoxos e pro

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