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The postmodern curriculum: Making space for historically and politically situated understandings |
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Veronica Pacini-Ketchabaw
Alan Pence
University of Victoria, Canada
BY ENGAGING POSTSTRUCTURAL, postmodern and indigenous lenses, this article explores challenges associated with recently developed ‘postmodern’ early childhood education curricula. The authors propose that curricula should not be seen as neutral, but rather as historically and politically situated documents that require dynamic and critical engagements from educators. We situate our analysis within Canada.
Australasian Journal of Early Childhood – Volume 36 No 1 February 2011
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Last Updated ( Friday, 17 June 2011 )
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