EDUCATIONAL FUTURES: RETHINKING THEORY AND PRACTICE EDUCATIONAL FUTURES: RETHINKING THEORY AND PRACTICE New Curriculum History Curriculum History New New Curriculum Bernadette Baker (Ed.) University of Wisconsin, Madison, USA History 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 Bernadette Baker (Ed.) 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 subjectifi cation. New Curriculum History challenges prior occlusions in the fi eld, 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 (Ed.) Bernadette Baker incommensurabilities in rereading historical records. Audience: Scholars and students in curriculum studies, history, education, philosophy, and cultural studies will be interested in these chapters for their methodological range, their innovations and their deterritorializations. SensePublishers S e n s e P u b l i s h e r s EDFU 33 New Curriculum History EDUCATIONAL FUTURES RETHINKING THEORY AND PRACTICE Volume 33 Series Editors Michael A. Peters University of Illinois at Urbana-Champaign, USA Editorial Board Michael Apple, University of Wisconsin-Madison, USA Miriam David, Institute of Education, London University, UK Cushla Kapitzke, Queensland University of Technology, Australia Simon Marginson, University of Melbourne, Australia Mark Olssen, University of Surrey, UK Fazal Rizvi, University of Illinois at Urbana-Champaign, USA Linda Tuahwai Smith, University of Waikato, New Zealand Susan Robertson, University of Bristol, UK Scope This series maps the emergent field of educational futures. It will commission books on the futures of education in relation to the question of globalisation and knowledge economy. It seeks authors who can demonstrate their understanding of discourses of the knowledge and learning economies. It aspires to build a consistent approach to educational futures in terms of traditional methods, including scenario planning and foresight, as well as imaginative narratives, and it will examine examples of futures research in education, pedagogical experiments, new utopian thinking, and educational policy futures with a strong accent on actual policies and examples. New Curriculum History Bernadette Baker, Editor University of Wisconsin, Madison, USA SENSE PUBLISHERS ROTTERDAM/BOSTON/TAIPEI A C.I.P. record for this book is available from the Library of Congress. ISBN 978-90-8790-763-1 (paperback) ISBN 978-90-8790-764-8 (hardback) ISBN 978-90-8790-765-5 (e-book) Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands http://www.sensepublishers.com Printed on acid-free paper All Rights Reserved © 2009 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. TABLE OF CONTENTS Acknowledgements vii Introduction Borders, Belonging, Beyond: New Curriculum History ix Bernadette Baker Beyond Compulsory Schooling: Conditions of Possibility for Curriculum Historical Questions Chapter One On the Origins of the Educational Terms Class and Curriculum 3 David Hamilton Reflection & Commentary: Class and Curriculum 21 David Hamilton Chapter Two Western World-Forming? Animal Magnetism, Curriculum History, and the Social Projects of Modernity 25 Bernadette Baker Chapter Three From Gnosticism to Globalization: Rationality, Trans-Atlantic Curriculum Discourse, and the Problem of Instrumentalism 69 Tero Autio Chapter Four Curriculum, Languages, and Mentalities 97 Daniel Tröhler Fabricating Self/State Relations: New Curriculum History, Nineteenth Century Modernities, and Onto-epistemology Chapter Five Black Curriculum Orientations: A Preliminary Inquiry 119 William H. Watkins Reflection & Commentary: Black Curriculum Orientations: Updates in Research 137 William H. Watkins Chapter Six Institutional Sequences and Curriculum History: Classical Versus Scientific Knowledge and the Formation of a New Nation 141 John G. Richardson v TABLE OF CONTENTS Chapter Seven The Possibility of Love and Racial Subjection: Psychoanalytics, the Look, and a New Curriculum History Archive 169 Hannah Tavares Chapter Eight Looking at the Shadow of That Which Did Not Take Place: A History of Failed Curriculum Reforms, 1890-1920 185 Inés Dussel Reflection & Commentary: Notes for an Intellectual History of a History of Curriculum 193 Inés Dussel Chapter Nine Curriculum Ferment in the 1890s 197 Herbert M. Kliebard Reflection & Commentary: My Struggle 217 Herbert M. Kliebard ‘Post-’nationalism, Proof, and Power: New Curriculum History, Twentieth Century Modernities, and the Now Chapter Ten Re-Reading the Historical Record: Curriculum History and the Linguistic Turn 223 Philip Cormack and Bill Green Reflection & Commentary: After the Linguistic Turn; or a Brief Note on Post-Curriculum History 237 Bill Green and Phillip Cormack Chapter Eleven 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 241 Dudu Jankie Chapter Twelve War and Beyond: Twentieth Century Curriculum Reform and the Making of a Follower, a Citizen, and a Worker 273 Jie Qi Epilogue Some Musings on What’s New in the New Curriculum History 295 Barry Franklin vi ACKNOWLEDGEMENTS This book would not have come to fruition without the wonderfully divergent insights of its contributors, as well as their patience. A debt of gratitude is also owed to Christine Kruger whose assistance with formatting and with all daily institutional matters made this volume a reality. Through support and encouragement of Michael Peters, series editor, and Peter de Liefde’s kind assistance at Sense this text has been brought to life in ways that I hope can make a difference differently in the education and history fields. Most of all and as always, the kind support of my family and friends in different locations has provided the necessary incentives and reprieves, as have the wonderful colleagues who have generously shared their work and time to make this the volume that it is. I am grateful to the following publishers, artists, and archives in alphabetical order here who have graciously permitted reprint of earlier chapters, journal articles, figures, photographs, and paintings: Harvard University, the Harvard Educational Review and William Watkins for: William Watkins (1994). Black curriculum orientations: A preliminary inquiry. Harvard Educational Review, 63, Fall, 321–338. Missouri Historical Society, Department of Photographs and Prints, St. Louis, Missouri, 63112, for the Filipino soldiers’ photo in Hannah Tavares’ chapter. Photograph by Jessie Tarbox Beals, 1904. Manuel Ocampo via Apostol Contemporary Art, Santa Monica, for permission to reprint the 1990 Ocampo painting “Hardy Marks” in the chapter by Hannah Tavares. Taylor and Francis, New York, and Herbert Kliebard for reprint of Chapter One “Curriculum Ferment in the 1890s” from Herbert Kliebard’s Struggle for the American Curriculum, 1893–1958, originally published 1987 with Routledge & Kegan Paul, and reissued in 2004 by RoutledgeFalmer, New York. RoutledgeFalmer, New York, and David Hamilton for permission to reprint Chapter Two “On the Origins of the Educational Terms Class and Curriculum” from David Hamilton’s Towards a Theory of Schooling, originally published 1989 with Falmer Press, London. The University of Glasgow Department of Special Collections for reprint of two figures in David Hamilton’s chapter “On the Origins of the Educational Terms Class and Curriculum”: Figure 1, A sixteenth century schoolroom taken from a German broadsheet, translated into English and published in 1575 (Euing Broadside Ballad No. 1) and Figure 2, Earliest known appearance of the term “curriculum” in a version of Peter Ramus’ Professio Regia, published posthumously in 1576. vii BERNADETTE BAKER BORDERS, BELONGING, BEYOND: NEW CURRICULUM HISTORY The passion to eradicate alterity from the earth is also the passion for the home, the country, the dwelling, that authorizes this desire and rewards it. In its nationalism, parochialism and racism it constitutes a public and private