Knowledge and the curriculum: Derrida, deconstruction and 'sustainable development'
This paper enquires into curriculum knowledge about sustainable development at advanced level in geography in English schools through a critical look at two concepts. The deconstructive perspective used is drawn from Jacques Derrida. The focus is on school knowledge and responsibility to other ways...
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UCL Press
2007-02-01
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| Series: | London Review of Education |
| Online Access: | https://www.scienceopen.com/document?vid=93fe3853-a15c-45a0-84bb-aa3f8a3a9cce |
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doaj-864ad3364de44a62a79e0686b4a7543c2020-12-16T09:46:09ZengUCL PressLondon Review of Education1474-84792007-02-0110.1080/14748460701243267Knowledge and the curriculum: Derrida, deconstruction and 'sustainable development'Christine WinterThis paper enquires into curriculum knowledge about sustainable development at advanced level in geography in English schools through a critical look at two concepts. The deconstructive perspective used is drawn from Jacques Derrida. The focus is on school knowledge and responsibility to other ways of knowing that may be neglected within assumptions concerning the fixed meanings of words, universal laws and the presumptions of scientific method. Michael Bonnett, Martin Heidegger and Iris Murdoch offer transgressive ways of knowing about sustainable development. It is suggested that these ideas might lead to alternative, more ethical and political, and ultimately more objective forms of geographical knowledge.https://www.scienceopen.com/document?vid=93fe3853-a15c-45a0-84bb-aa3f8a3a9cce |
| collection |
DOAJ |
| language |
English |
| format |
Article |
| sources |
DOAJ |
| author |
Christine Winter |
| spellingShingle |
Christine Winter Knowledge and the curriculum: Derrida, deconstruction and 'sustainable development' London Review of Education |
| author_facet |
Christine Winter |
| author_sort |
Christine Winter |
| title |
Knowledge and the curriculum: Derrida, deconstruction and 'sustainable development' |
| title_short |
Knowledge and the curriculum: Derrida, deconstruction and 'sustainable development' |
| title_full |
Knowledge and the curriculum: Derrida, deconstruction and 'sustainable development' |
| title_fullStr |
Knowledge and the curriculum: Derrida, deconstruction and 'sustainable development' |
| title_full_unstemmed |
Knowledge and the curriculum: Derrida, deconstruction and 'sustainable development' |
| title_sort |
knowledge and the curriculum: derrida, deconstruction and 'sustainable development' |
| publisher |
UCL Press |
| series |
London Review of Education |
| issn |
1474-8479 |
| publishDate |
2007-02-01 |
| description |
This paper enquires into curriculum knowledge about sustainable development at advanced level in geography in English schools through a critical look at two concepts. The deconstructive perspective used is drawn from Jacques Derrida. The focus is on school knowledge and responsibility
to other ways of knowing that may be neglected within assumptions concerning the fixed meanings of words, universal laws and the presumptions of scientific method. Michael Bonnett, Martin Heidegger and Iris Murdoch offer transgressive ways of knowing about sustainable development. It is suggested
that these ideas might lead to alternative, more ethical and political, and ultimately more objective forms of geographical knowledge. |
| url |
https://www.scienceopen.com/document?vid=93fe3853-a15c-45a0-84bb-aa3f8a3a9cce |
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AT christinewinter knowledgeandthecurriculumderridadeconstructionandsustainabledevelopment |
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