Curriculum, Empiricisms, and Post-Truth Politics

Tristan Gleason, Asilia Franklin-Phipps

Abstract


The purpose of this paper is to approach the phenomenon of post-Truth politics as an important site of inquiry for the field of curriculum theory. The authors define curriculum as the empirical frameworks that shape our acts of knowing, being, and relating to the world, and argue that inquiries into curriculum must move beyond a concern with epistemology alone. The framework of empiricism ensures that curriculum scholars attend simultaneously to learned habits and methods of knowing and relating to the world. These habits and methods, in turn, have particular ethical, epistemic, and ontological commitments. The authors point to particular empirical frameworks that tacitly inform the disciplinary organization of schooling, before exploring a different empirical tradition in the work of John Dewey. The article ends by placing Dewey’s empirical philosophy in conversation with the work of Sylvia Wynter to inquire into new curricular possibilities.

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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.

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ISSN: 1942-2563