Educational Experience As Lived: Knowledge, History, Alterity the Selected Works of William F

Educational Experience as Lived “Not only is this an important book, it is also a necessary book. William Pinar is one of the major curriculum theorists of the past forty years. While he launched the reconceptualization of curriculum studies, subsequent events have shown that he has set the scholarly direction for the fi eld in the 21st Century.” Terrance R. Carson, University of Alberta, Canada In this volume William F. Pinar enacts his theory of curriculum, detailing the relations among knowledge, history, and alterity. The introduction is his intellectual life history, naming the contributions he has made to understanding educational experience. Through his portraits of educational experience as lived— encompassing study as the center of educational experience, his con- ceptions of disciplinarity and internationalization, reactivating the past to fi nd the future, the gendering and racialization of U.S. school reform, the technol- ogization of education, and the educational project of subjective and social reconstruction—Pinar threads the relations among knowledge, history, and alterity. William F. Pinar is Professor and Canada Research Chair at the University of British Columbia. He has also served as the St. Bernard Parish Alumni Endowed Professor at Louisiana State University, the Frank Talbott Professor at the University of Virginia, and the A. Lindsay O’Connor Professor of American Institutions at Colgate University. The former President of the International Association for the Advancement of Curriculum Studies and the founder of its U.S. affi liate, the American Association for the Advancement of Curricu- lum Studies, Pinar received, in 2000, the LSU Distinguished Faculty Award and a Lifetime Achievement Award from the American Educational Research Association. World Library of Educationalists Series Thinking and Rethinking the University The selected works of Ronald Barnett Ronald Barnett The Politics of Race, Class and Special Education The selected works of Sally Tomlinson Sally Tomlinson Lessons from History of Education The selected works of Richard Aldrich Richard Aldrich Knowledge, Power, and Education The selected works of Michael W. Apple Michael W. Apple Education Policy and Social Class The selected works of Stephen J. Ball Stephen J. Ball Race, Culture, and Education The selected works of James A. Banks James A. Banks In Search of Pedagogy Volume I The selected works of Jerome Bruner, 1957–1978 Jerome S. Bruner In Search of Pedagogy Volume II The selected works of Jerome Bruner, 1979–2006 Jerome S. Bruner Reimagining Schools The selected works of Elliot W. Eisner Elliot W. Eisner Refl ecting Where the Action Is The selected works of John Elliot John Elliot The Development and Education of the Mind The Selected Works of Howard Gardner Howard Gardner Constructing Worlds through Science Education The selected works of John K. Gilbert John K. Gilbert Making Sense of Learners Making Sense of Written Language The Selected Words of Kenneth S. Goodman and Yetta M. Goodman Kenneth S. Goodman and Yetta M. Goodman Learning, Curriculum and Life Politics The selected works of Ivor F. Goodson Ivor F. Goodson Education and the Nation State The selected works of S. Gopinathan S. Gopinathan Educational Assessment, Evaluation, and Research The selected works of Mary E. James Mary E. James Teaching, Learning and Education in Late Modernity The selected works of Peter Jarvis Peter Jarvis Education, Markets, and the Public Good The selected works of David F. Labaree David F. Labaree Politics, Policies and Pedagogies in Education The selected works of Bob Lingard Bob Lingard A Life in Education The selected works of John Macbeath John Macbeath Overcoming Exclusion Social Justice through Education Peter Mittler Learner-Centered English Language Education The selected works of David Nunan David Nunan Educational Philosophy and Politics The selected works of Michael A. Peters Michael A. Peters Encountering Education in the Global The selected works of Fazal Rizvi Fazal Rizvi Landmarks in Literacy The Selected Works of Frank Smith Frank Smith Corporatism, Social Control, and Cultural Domination in Education: From the Radical Right to Globalization The selected works of Joel Spring Joel Spring The Curriculum and the Child The selected works of John White John White The Art and Science of Teaching and Learning The selected works of Ted Wragg E. C. Wragg China through the Lens of Comparative Education The Selected Works of Ruth Hayhoe Ruth Hayhoe Multiculturalism in Education and Teaching The selected works of Carl A. Grant Carl A. Grant Educational Experience as Lived: Knowledge, History, Alterity The Selected Works of William F. Pinar William F. Pinar Educational Experience as Lived: Knowledge, History, Alterity The Selected Works of William F. Pinar William F. Pinar First published 2015 by Routledge 711 Third Avenue, New York, NY 10017 and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2015 Taylor & Francis The right of William F. Pinar to be identifi ed as author of this work has been asserted by him in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice : Product or corporate names may be trademarks or registered trademarks, and are used only for identifi cation and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data Pinar, William F. [Works. Selections] Educational experience as lived : knowledge, history, alterity : the selected writings of William F. Pinar / William F. Pinar. pages cm. — (World library of educationalists) Includes bibliographical references and index. 1. Education—Curricula—Philosophy. 2. Education—Philosophy. 3. Pinar, William F.—Infl uence. I. Title. LB1570.P5523 2015 375′.001—dc23 2014028778 ISBN: 978-1-138-80499-9 (hbk) ISBN: 978-1-315-75259-4 (ebk) Typeset in Sabon by Apex CoVantage, LLC CONTENTS Acknowledgments ix Preface xi Introduction 1 1 Study 11 2 Allegory 25 3 Internationalization 36 4 Nationalism 47 5 Technology 64 6 Reform 86 7 Misrepresentation 99 8 Conversation 109 9 Place 126 10 Emergence 137 11 Alterity 152 12 Discipline 164 13 Identity 174 14 Resolve 180 15 Decolonization 188 16 Inwardness 201 viii Contents 17 Individuality 214 18 Cosmopolitanism 229 Epilogue 244 Sources and Permissions 247 Index 249 ACKNOWLEDGMENTS First and foremost I express my gratitude to my exceptional editor at Routledge— Naomi Silverman—without whose editorial encouragement and acumen this volume would not exist. My thanks to Peter Taubman for introducing me to the work of Robert Musil ( chapter 16 ), to Petra Munro Hendry for encouraging my study of Jane Addams ( chapter 17 ) and Ida B. Wells ( chapter 10 ), to Terry Carson, Nicholas Ng-A- Fook, and Teresa Strong-Wilson for their comments on chapter 4 , to José María García Garduño for his critique of chapter 7 , and to Nicholas Ng-A-Fook for alerting me to the work of Ben Williamson ( chapter 6 ). My thanks to those who have taught me and studied with me. It has been my privilege to participate in the conversation you have stimulated. This page intentionally left blank PREFACE What is so important about the relation between power and knowledge for our historical present? Colin Koopman 1 I came of intellectual age in the era of New Criticism, the close reading of liter- ary texts, attentive to their internal structures, meanings, dynamics. I kept the training in close reading but not that tradition’s disinterest in reader response, authorial intention, politics, and history. These I threaded into a theory of curriculum as complicated conversation with those present and absent, con- temporaries of course but also with the dead and those not yet born. Like a compelling conversation, curriculum can have a life of its own. In my concep- tion, the teacher becomes even more indispensable when freed from objectives and outcomes. The key interlocutor, the educator is engaged in ongoing study, in solitude, with others. My B.S. in Ed. degree was in English, but I studied history, philosophy, and music as well. In graduate school I supplemented studies in education with coursework in the English Department. My doctoral dissertation recorded those early efforts to associate ideas from these disciplines to the academic study of education. The year after graduating with the Ph.D., I linked these with studies in consciousness, informed by my Zen practice, too severed (my practice, not Zen) from everyday life I decided. Finding my way each day, amidst knowledge, history, and alterity, was the needle I knew I had to thread, and by the mid- 1970s autobiography had become my stitch. Those early autobiographical experiments remained focused on “texts,” espe- cially those of Virginia Woolf, as I attempted to portray what “study” could be, namely ongoing ethical engagement with alterity. The chapters in this volume are a series of studies in which I labor to understand what is at stake in the historical and biographical present—themselves intersecting categories as History is also often personal—through understanding the “text,” after poststructur- alism expansively depicted as persons, events,

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