The question of knowledge has become a major issue in contemporary curriculum debates, world- wide. However, it can be argued that this knowledge has not been addressed with sufficient flexibility or sophistication. The present paper draws on poststructuralist theory and philosophy to explore issues of representation, power and democracy in post-reconceptualist curriculum inquiry. In this regard, it seeks to re-affirm the notion of 'curriculum-as-political-text'. It is only with reference to the formal installation since 2011 of a national curriculum in Australia, arguing the need to go beyond knowledge per se and for re-assessment of the Postmodern, as a matter of crucial explanatory and symbolic significance. What else is at issue in the knowledge question?
|Translated title of the contribution||Curriculum, politics and post-modernity: Beyond the question of knowledge in research|
|Number of pages||4|
|Journal||Curriculo sem Fronteiras|
|Publication status||Published - 01 Sep 2017|