T. Popkewitz的後現代課程史研究進路及其意涵 T. Popkewitz’s Postmodern Curriculum Historical Approach and Its Implications

• Main Author: 鍾鴻銘 Horng-Ming, Jong
• Format: Article
• Language: English
• Published: Taiwan Association for the Sociology of Education 2016-12-01
• Series: 臺灣教育社會學研究
• Subjects: 波克維茲; 後現代; 課程史; 語言轉向; 史學; Popkewitz; postmodernism; curriculum history; linguistic turn; historiography
• Online Access: http://www.edubook.com.tw/OATw/detail.aspx?no=407494

本文目的在於闡述Popkewitz的後現代課程史研究進路及其意涵。由於語言轉向是後現代課程史研究的重要特性，所以本文首先說明語言轉向的主要意義，其後概述Popkewitz課程史研究的主要內容，以作為理解其歷史研究進路的基礎。Popkewitz認為課程乃是一種治理實踐，因此其課程史研究著重於敘述此一治理實踐逐步形成的歷史過程。Popkewitz後現代課程史研究進路的基本內涵包括生產的權力、主體的去中心化、動態的論述空間、斷裂的歷史、現時歷史等觀念。文末， 則是以前述內容為基礎， 探討Popkewitz後現代課程史研究進路的重要意義。 The purpose of this study is to expound upon Popkewitz’s postmodern approach to curriculum history. Because linguistic turn was an important feature of his postmodern approach to curriculum historical research, this paper begins by defining the meaning of linguistic turn. Then, it briefly illuminates the content of Popkewitz’s curriculum historical research, which can serve as a basis for understanding his historical approach. For Popkewitz, curriculum could be seen as governing practice, so his curriculum historical research was focused on the historical process of this governing practice. The connotations of Popkewitz’s postmodern curriculum historical approach are the notions of productive power, decentering of the subject, dynamic discursive space, disruptive history, and the history of the present. Finally, the significance of Popkewitz’s postmodern curriculum historical approach is discussed.