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Curriculum as Social Psychoanalysis
The Significance of Place
Curriculum as Social Psychoanalysis
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Joe L. Kincheloe - Editor
William F. Pinar - Editor
SUNY Series, Teacher Empowerment and School Reform
N/A
Hardcover - 240 pages
Release Date: February 1991
ISBN10: 0-7914-0477-3
ISBN13: 978-0-7914-0477-5

Out of Print
N/A
Paperback - 240 pages
Release Date: January 1991
ISBN10: 0-7914-0478-1
ISBN13: 978-0-7914-0478-2

Out of Print

Summary Read First Chapter image missing

"I think this is one of the best books, one of the most original books, I have come across in a decade of reading and writing in the field of curriculum theory. It challenges the standard curriculum discourse's preoccupation with standardization, universalization, and objectivity." -- Henry A. Giroux, Miama University

"I enjoyed reading a book that said something concrete and that taught me something new. I was fascinated by both the thesis of place and the abundant information regarding its function in social and individual life." -- Jo Anne Pagano, Colgate University

The book demonstrates many ramifications of the significance of place with respect to race and gender. It also deals with the practical implications of place to the curriculum. This combination is of major intellectual importance.

"I found the book fascinating to read. It defines the social and psychological implications of place in a number of very thought-provoking ways. The curriculum field will be enriched by this text." -- William M. Reynolds, University of Wisconsin

Contemporary curriculum discourses include historical, political, and autobiographical understandings -- all important in the effort to read critically the educational act. The authors of this volume introduce the notion of "place" to the study of curriculum, focusing on the "southern place" to ground and illustrate this form of analysis. Curriculum that recognizes the significance of place, that situates itself geographically, extends the social psychoanalytic methodology and concretizes its emancipatory intent.

Joe L. Kincheloe is Professor of Education at Clemson University. William F. Pinar is Professor and Chair of the Department of Curriculum and Instruction at Louisiana State University.


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Table of Contents

Acknowledgments

Introduction
Joe L. Kincheloe and William F. Pinar

Part I: Historical and Political Elements

1. Farragut School: A Case Study of Southern Progressivism in the Upper South
Clinton B. Allison

2. Organized Prayer and Secular Humanism in Mobile, Alabama's, Public Schools
Joseph W. Newman

Part II: Gender Elements

3. Particularities of 'Otherness': Autobiography, Maya Angelou, and Me
Susan Huddleston Edgerton

4. Wrenched from the Earth: Appalachian Women in Conflict
Kathleen P. Bennett

Part III: Elements of Race

5. Willie Morris and the Southern Curriculum: Emancipating the Southern Ghosts
Joe L. Kincheloe

6. The New South as Curriculum: Implications for Understanding Southern Race Relations
Louis A. Castenell, Jr.

Part IV: Southern Studies

7. Curriculum as Social Psychoanalysis: On the Significance of Place
William F. Pinar

Appendix Regional Studies Centers

Notes

Bibliography

Contributors

Name Index

Subject Index



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22041/23322(PR/DG/)

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