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By W. Pinar

This assortment, made from chapters keen on the highbrow histories and current situations of curriculum reviews in Brazil, is Pinar's precis of exchanges (occurring over a two-year interval) among the authors and participants of a global Panel (scholars operating in Finland, South Africa, the United States).

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That moment of disciplinary consolidation was incomplete, as several stakeholders resisted the new reality (see, for example, Wraga 1999). The field was then splintered by identity politics (see Pinar 2009b, 21–35; 2009c, 529), by the Bush and Obama administrations’ emphasis upon “what works,” and by opportunistic “colleagues” in colleges and faculties of education desperate to increase their budgets (see note 10). S. field is now in question. 12. Relinquishing those utopic fantasies associated with “dialogue,” the concept of “exchange” (for a definition, see Pinar 2010a, 239, n.

In reply to my question, de Oliveira describes “intellectual advancement” eloquently; it is characterized by dialogue between what we do, what we think and what we wish for, going beyond that which we already know, producing new and differentiated knowledge that not only takes existing reflections deeper, but also broadens the field in which they have been placed. What field could aspire to more? NOTES 1. ” Internationalization’s emphasis upon the local hardly excludes this Foucauldian concern for “episteme,” but it is not limited to it.

The primacy of cultural reproduction dissipated as cultural production and “practices of meaning” underscored teachers’ and students’ agency. These binary pairs persisted between formal and experienced curriculum; scholastic culture and culture of the school; scientific and everyday knowledge. To overcome such binaries, Macedo and Ferraço began to view curriculum and culture as sites of enunciation. Studies of curriculum policies make such distinctions very clear both in critiques of the “top/down models” (which argues that curriculum documents are imposed by the government schools) and in the proposition of “down/top models” (which argues that curriculum should develop from the everyday life situations of the schools).

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