Resisting a Curriculum of Control

Kirsten Robbins


I created a study to explore the way the environment of the school sent students messages about their subjectivities. Within my study, I witnessed the social control that the school tried to maintain over students and the student response to it. This paper discusses a portion of the study that supports that finding. Because of the ways in which the students used the study to react to the social control, this paper also takes up the argument that, when working with students, it is part of our ethical obligation to our participants to allow them space to create resistance in their own ways rather than trying to force our own research agendas.

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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
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ISSN: 1942-2563