Curriculum Studies as an international conversation: cosmopolitanism in a Latin American key
type: CreativeWork
description: My work addresses the field of Curriculum Studies as a worldwide interdisciplinary field, its difficulties, complications, and possibilities. It primarily focuses on the relations between the Anglo-Saxon field of Curriculum Studies and the Latin American educational tradition. Looking at these relations from the 1960s to the current moment, I seek to unpack the complexities involved in understanding Curriculum Studies as an international field. Although there are historical and current power dynamics complicating this endeavor, I suggest a possible cosmopolitan project informed by intercultural dialogue. I develop my understanding of curriculum as currere (Pinar, 1976a, 1976b; Grumet 1976a, 1976b) to inform my dissertation both conceptually and methodologically. I accept Pinar’s conceptualization of the field of Curriculum Studies as a complicated conversation. I situate my joining the conversation in that field from an international point of view, from my Latin American self. It is my own biography that brings this particular conversation into being, with the intention of making life educative. I situate my own educational experience at the center of this inquiry, trying to understand my biographical situation as a Latin American history teacher earning a Ph.d. in Curriculum and Instruction in an American University,a context where my biography intertwines with the field’s history. I move from biography to history in a conversation where personal troubles become public issues, biography and history intertwine, and the struggle for a better life emerges with ethical urgency. Methodologically, I suggest a variant of the regressive-progressive-analytical-synthetical method currere. I tie each of these four moments of currere to a specific decade in my life and in the history of the field in the United States and Latin America. The regressive moment, the time of the given, is tied to the 1960s, when the field of curriculum arrived and was in tension with the progressiv…
abstract: My work addresses the field of Curriculum Studies as a worldwide interdisciplinary field, its difficulties, complications, and possibilities. It primarily focuses on the relations between the Anglo-Saxon field of Curriculum Studies and the Latin American educational tradition. Looking at these relations from the 1960s to the current moment, I seek to unpack the complexities involved in understanding Curriculum Studies as an international field. Although there are historical and current power dynamics complicating this endeavor, I suggest a possible cosmopolitan project informed by intercultural dialogue. I develop my understanding of curriculum as currere (Pinar, 1976a, 1976b; Grumet 1976a, 1976b) to inform my dissertation both conceptually and methodologically. I accept Pinar’s conceptualization of the field of Curriculum Studies as a complicated conversation. I situate my joining the conversation in that field from an international point of view, from my Latin American self. It is my own biography that brings this particular conversation into being, with the intention of making life educative. I situate my own educational experience at the center of this inquiry, trying to understand my biographical situation as a Latin American history teacher earning a Ph.d. in Curriculum and Instruction in an American University,a context where my biography intertwines with the field’s history. I move from biography to history in a conversation where personal troubles become public issues, biography and history intertwine, and the struggle for a better life emerges with ethical urgency. Methodologically, I suggest a variant of the regressive-progressive-analytical-synthetical method currere. I tie each of these four moments of currere to a specific decade in my life and in the history of the field in the United States and Latin America. The regressive moment, the time of the given, is tied to the 1960s, when the field of curriculum arrived and was in tension with the progressiv…
author: Johnson Mardones, Daniel Fernando
language: en
keywords: Curriculum Studies, Currere, Internationalization
date published: 2017-03-01T17:01:17Z
date modified: 2026-07-22T22:26:37Z
provider: University of Illinois - Urbana-Champaign
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Illinois at Urbana-Champaign

PropertyValue
property ID: Handle
value: http://hdl.handle.net/2142/95571