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| | Discussion Papers - Curriculum, Ethics, Metanarrative (Site not responding. Last check: 2007-09-07) |
 | | It requires a species of critical educational theory, hybrid and polyvocal itself, that both articulates visions of social and cultural utopias and heterotopias, while blending this with a continued skepticism towards totalisation and towards the kinds of essentialism that always seem to land grand narratives in deep trouble (Benhabib, 1996). |
 | | This fragmentation is achieved both through the narrow instrumental technicism of a test or package-driven classroom, and through an overly developed epistemological sensitivity to the local, the cultural and the diasporic that eschews grand constructions of discipline, field and discourse and thereby effectively narrows the curriculum to parochial concerns (A. Luke and Carrington, 2002). |
 | | My point is that three key historical movements have come together in the field: a skepticism towards educational metanarratives; a tendency of Western and Northern educators to assume a post-postwar cultural pluralism that places a great stress on the local; and neoliberal governance of the development and provision of new educational services, programs and interventions. |
| www.education.tas.gov.au /English/luke.htm (3596 words) |
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