Authors:
Fills a gap in existing literature by providing a specifically Lacanian theoretical frame to understanding curriculum
Proposes a psychoanalytic curricular critique as a form of research in education
Develops a methodological approach to educational criticism in psychoanalytic terms
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Table of contents (5 chapters)
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Front Matter
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Back Matter
About this book
This volume presents a distinctively Lacanian psychoanalytic approach to the theorizing, understanding, and critique of curriculum in higher education. In this work, the author presents the main theories of curriculum in the current discourse, develops a notion of critique, and applies it to existing global guidelines for curriculum reform. Relying on the architectonic of the subject as developed across the work of Jacques Lacan—expressed in the registers of the Symbolic, the Imaginary, and the Real—the author provides a new approach to understanding curriculum in terms of the psychic dynamics that explain its workings.
Authors and Affiliations
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University of British Columbia, Vancouver, Canada
Fernando M. Murillo
About the author
Fernando M. Murillo holds a PhD in Curriculum Studies from the University of British Columbia, Canada. His current work focuses on education, psychoanalysis, and German educational theory and philosophy.
Bibliographic Information
Book Title: A Lacanian Theory of Curriculum in Higher Education
Book Subtitle: The Unfinished Symptom
Authors: Fernando M. Murillo
DOI: https://doi.org/10.1007/978-3-319-99765-0
Publisher: Palgrave Pivot Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2018
Hardcover ISBN: 978-3-319-99764-3Published: 17 October 2018
eBook ISBN: 978-3-319-99765-0Published: 04 October 2018
Edition Number: 1
Number of Pages: IX, 92
Number of Illustrations: 1 b/w illustrations
Topics: Educational Philosophy, Curriculum Studies, Higher Education