New curriculum history / / Bernadette Baker, editor.

• TeilnehmendeR: Baker, Bernadette,
• Place / Publishing House: Rotterdam, The Netherlands ;, Boston ;, Taipei : : Sense Publishers,, [2009]; ©2009
• Year of Publication: 2009
• Language: English
• Series: Educational Futures 33.
• Physical Description: 1 online resource.
• Other title: Preliminary Material /; On the Origins of the Educational Terms Class and Curriculum /; Western World-Forming? Animal Magnetism, Curriculum History, and the Social Projects of Modernity /; From Gnosticism to Globalization: Rationality, Trans-Atlantic Curriculum Discourse, and the Problem of Instrumentalism /; Curriculum, Languages, and Mentalities /; Black Curriculum Orientations: A Preliminary Inquiry /; Institutional Sequences and Curriculum History: Classical Versus Scientific Knowledge and the Formation of a New Nation /; The Possibility of Love and Racial Subjection: Psychoanalytics, the Look, and a New Curriculum History Archive /; Looking at the Shadow of That Which Did Not Take Place: A History of Failed Curriculum Reforms, 1890-1920 /; Curriculum Ferment in the 1890s /; Re-Reading the Historical Record: Curriculum History and the Linguistic Turn /; When Post-colonial Critique Meets Curriculum History: The Possibilities and Limits of Post-Independence Nation-building, Curriculum Reform, and the Politics of Language and Literacy Education /; War and Beyond: Twentieth Century Curriculum Reform and the Making of a Follower, a Citizen, and a Worker /; Some Musings on What’s New in the New Curriculum History /
• Bibliography: Includes bibliographical references and index.
• ISBN: 9087907656
• Hierarchical level: Monograph
• Statement of Responsibility: Bernadette Baker, editor.

Rereading the historical record indicates that it is no longer so easy to argue that history is simply prior to its forms. Since the mid-1990s a new wave of research has formed around wider debates in the humanities and social sciences, such as decentering the subject, new analytics of power, reconsideration of one-dimensional time and three-dimensional space, attention to beyond-archival sources, alterity, Otherness, the invisible, and more. In addition, broader and contradictory impulses around the question of the nation - transnational, post-national, proto-national, and neo-national movements—have unearthed a new series of problematics and focused scholarly attention on traveling discourses, national imaginaries, and less formal processes of socialization, bonding, and subjectification. New Curriculum History challenges prior occlusions in the field, building upon and departing from previous waves of scholarship, extending the focus beyond the insularity of public schooling, the traditional framework of the self-contained nation-state, and the psychology of the schooled individual. Drawing on global studies, historical sociology, postcolonial studies, critical race theory, visual culture theory, disability studies, psychoanalytics, Cambridge school structuralisms, poststructuralisms, and infra- and transnational approaches the volume holds together not despite but because of differences and incommensurabilities in rereading historical records.