E-raamat: Democratic Education as a Curricular Problem: Historical Consciousness and the Moralizing Limits of the Present [Taylor & Francis e-raamat]

"By repositioning democratic education not as something that can be achieved by following a certain, proven process, but as an inherently paradoxical enterprise in its dealings with the tension between schooling as the intentional production of citizens and the uncertainties of democracy, an alternative way of reading the curriculum emerges. This book aims not at arriving at the right combination of theory, policy and praxis that will provide the democratic utopia, but at historicizing the discourses that have shaped the ways in which we think and act in the field of education. "--

This book looks at changes in educational practices in Argentina since the fall of the dictatorship in 1983. Friedrich makes use of "historical consciousness" to look at representation of the past dictatorship, along with attempts to produce a new type of citizen in the educational process. In addition to a prologue and concluding thoughts, five chapters discuss the production of the citizen as a research problem, historical consciousness as a pedagogical device in the production of a responsible citizen, legislating the production of responsible citizens: Argentine education laws and the framing of darkness, the mobilization of historical consciousness in the narratives about the last dictatorship presented in textbooks and other didactic materials, and the memoryscape in Buenos Aires: Re-presentation, memory and pedagogy. Annotation ©2014 Ringgold, Inc., Portland, OR (protoview.com)

By repositioning democratic education not as something that can be achieved by following a certain, proven process, but as an inherently paradoxical enterprise in its dealings with the tension between schooling as the intentional production of citizens and the uncertainties of democracy, an alternative way of reading the curriculum emerges. This book aims not at arriving at the right combination of theory, policy and praxis that will provide the democratic utopia, but at historicizing the discourses that have shaped the ways in which we think and act in the field of education.