Transcript William Pinar - WordPress.com


Pinar’s 7 Contributions:

The Past in the Present:
curriculum studies” (p.143).
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“By my count, I have made seven contributions to
1966 Ohio State University (Bachelor of Arts Honours Program, English)
1969 (Master of Arts)
1969 Worked with Frère
1969-1971 Junior High Social Studies Teacher and High School English Teacher (Parttime Ph.D.)
1971-Ph.D. (Tavistock Group-psychopathology)
Dissertation Focus: Self-formation through academic study, solitude and encounter
group experiences.
1972- University of Rochester, Associate Professor (Madeline Grumet is his Ph.D.
Student)
1973-1974-Rochester Conference-Reconceptualization
1985- Louisiana State University
Present
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1989-2005- Visiting scholar across North America
2006- University of British Columbia, Research Chair of Canada
Director of the Centre for the Study of Internationalization and Advancement of
Curriculum Studies; 2009 SSHRC Study (China and India);South Africa
Founding Editor, Journal of Curriculum Theorizing
Editorial Board Member- 5 other peer reviewed journals
Conference Chair Commitments: Bergamo Conference, AERA, Founding
Chairperson for the American Association for the Advancement of Curriculum
Studies, and
1995
1998
1999
2001
2002
2003 2004 2006
2007
2009
Autobiographical Method &
Reconceptualization: Experience
Past----Present----Future
Interdisciplinary Discourse Studies
Autobiographical Method
(Grumet, Huebner, Tavistok Project)
as
Curriculum Studies
2010
Milieu: 1960s-2004
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Sputnik, space race,
Vietnam War
No Curriculum Departments
Practitioners were curriculum
writers, developers,
implementers
A business model of
education shaped by
scientific discourse
Teaching
Behaviours
+
Content
Student
Behaviours
+
Good Test
Results

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Purpose:
”As a teacher,
my lost
commitment
Thesis: Americans
have
control
is the complication of students’
of
teaching of
and
done
understanding
thelearning
subject they
are in
schools
because
they have been
studying—in
this case—curriculum
theory
while
working to
advance the
“graciously
submissive”
toworld
theoretically” (p.2).
politicians who use the school,
teachers
and
teacher
educators
 Audience: Education graduate students,
as
scapegoats
for social
teachers
and scholars
of curriculum
theory.
problems.
“...is a form of autobiographical
truth-telling that articulates the
educational experience of
teachers and students as lived...”
(p.25)
Narrative
Inquiry
Currere: Self Study
Connelly & Clandinin
Working with teachers
through
Action research--experience
Pinar
Working with teachers through
teacher education experiences
will positively influence classroom
experiences.

Experience Currere
› “Curriculum ceases to be a thing, and it is
more than a process. It becomes a verb, an
action, a social practice, a private meaning ,
a public hope.
› “Toward that end I will disrobe bodies of
knowledge that might function like a
psychanalytic remembrance, to reconfigure
the pattern of the present in which teachers
find themselves” (p.61)
Regressive Phase
Progressive Phase
Synthetical Phase
Hetero and
Homosexual
Race
Feminist
Analytical Phase
Explore themes
Regressive Phase
Progressive Phase
Synthetical Phase
Hetero and
Homosexual
Race
Feminist
Analytical Phase
Explore themes
Teachers
•“Of course, teachers must meet
contractual obligations regarding
curriculum and instruction. However, we
need not necessarily believe them or
uncritically accept them. Curriculum
theorists might assist teachers to avoid
the disappearance of their ideals into the
maelstrom of classroom demands”
(p.30).
Teachers have the right to
“talk back” or speak out
against undemocratic
mandates and
expectations.
•“Teachers should probably be enrolled
in universities each term, and not only in
education departments or in the subject
they teach, although study in these fields
is obviously important...” (p.252).
Teachers require time and
financial support for inservice education at the
graduate level.
•“Teachers ought not only be subjectarea specialists; I suggest that they
become private-and-public
intellectuals...” (p.10)
Teachers ought to become
scholars in multiple subjects
and/or disciplines.
Subject Matter
•“It’s about discovering and articulating, for oneself and with others,
the educational significance of the school subjects for self and society
in the ever-changing historical moment” (p.16).
•“Curriculum theory aspires to understand the overall educational
significance of curriculum, focusing especially upon interdisciplinary
themes—such as gender or multiculturalism or the ecological crisis—as
well as relations among the curriculum, the individual, society, and
history” (p.21).
•“The educational point of the public school curriculum is
understanding the relations among academic knowledge, the state of
society, the processes of self-formation, and the character of the
historical moment in which we live, in which others have lived, and in
which our descendents may some day live” (p.187).
Subject matter ought to
reflect what students need
according to the cultural,
social, historical moment in
which they live.
Interdisciplinary themes or
enduring understandings
ought to be the basis of
curricula.
Broader aims about what it
means to shape a
democratic society ought to
drive how we imagine
curricular aims.
Student
•Adults’ roles in children’s lives is to help them to
understand that they “have an ethical obligation to
care for [them]selves and our fellow human beings”
(p.187).
• “The public school curriculum [should] enable us [all
people in society]to think and act with intelligence,
sensitivity, and courage in both the public sphere—as
citizens aspiring to establish a democratic society—
and in the private sphere, as individuals committed to
other individuals” (p.187).
Milieu
Politics and Business:“The rhetoric of business be
restricted to business organizations, not forced onto
the profession of education where it has no business”
(p.253).
Religion:“Spirituality [ought to] remain a private
matter, not politicized and recoded as educational
policy” (p.253).
Universities:“When we curriculum theorists explicate
the relations among curriculum, culture, the individual,
and society, we are not engaged in some socially
disinterested analytic exercise. We are employing
academic knowledge, as did Jane Addams, to
address the problems of society and culture” (p.253).
Students ought to learn
what it means to live
democratically by living in
a school, classroom and
home community that
shapes such values and
practices together.
All stakeholders ought to
be actively involved in all
stages of subject area
curriculum development.
They should shape broad
as opposed to narrow
aims.
Curriculum = Ideology
“ Of
course, teachers must
“Curriculum
meet contractual
ideologies
obligations
regarding
curriculum
and instruction.
are...beliefs
about
However,
we needshould
not
what schools
necessarily believe them
teach,
for what
or
uncritically
accept
ends,
and2004,
for what
them
( Pinar,
p.30)”.
reasons”
(Eisner, 1992,p.47).
“It
isn’tthe
until
“Given
factteachers
that in therefuse
United
States
there are over
a 100,000
to graciously
submit
to being
schools
and more
than 2 1/2
instruments
of government
million teachers, is it likely that a
aims
that we will see a
nonprescriptive, nonstandardized
change
Free
approach in
willschooling.
gain saliency
?
the
teachers
andthere
you is
free
Probably
not, unless
an
unforseeable
social change in the
the children.”
culture at large...”
Pinar, 2009, Research Chair public
(Eisner,
address1992, p.79).