Description
| Product ID: | 9781032299655 |
| Product Form: | Hardback |
| Country of Manufacture: | GB |
| Series: | Studies in Curriculum Theory Series |
| Title: | Curricular and Architectural Encounters with W.G. Sebald |
| Subtitle: | Unsettling Complacency, Reconstructing Subjectivity |
| Authors: | Author: Amarou Yoder, Warren Crichlow, Teresa Strong-Wilson, Ricardo L. Castro |
| Page Count: | 318 |
| Subjects: | Theory of architecture, Theory of architecture, Literary theory, Literary studies: general, Research methods: general, Philosophy and theory of education, History of education, Teaching of a specific subject, The environment, Literary theory, Literary studies: general, Research methods: general, Philosophy & theory of education, History of education, Teaching of a specific subject, The environment |
| Description: | This book engages with the writings of W.G. Sebald, mediated by perspectives drawn from curriculum and architecture, to explore the theme of unsettling complacency and confront difficult knowledge around trauma, discrimination and destruction. This book engages with the writings of W.G. Sebald, mediated by perspectives drawn from curriculum and architecture, to explore the theme of unsettling complacency and confront difficult knowledge around trauma, discrimination and destruction. Moving beyond overly instrumentalist and reductive approaches, the authors combine disciplines in a scholarly fashion to encourage readers to stretch their understandings of currere. The chapters exemplify important, timely and complicated conversations centred on ethical response and responsibility, in order to imagine a more just and aesthetically experienced world. In the analysis of BILDUNG as human formation, the book illuminates the pertinent lessons to be learned from the works of Sebald and provokes further investigations into the questions of memory, grief, and limits of language. Through its juxtaposition of curriculum and architecture, and using the prose of Sebald as a prism, the book revitalizes questions about education and ethics, probes the unsettling of complacency, and enables conversation around difficult knowledge and ethical responsibility, as well as offering hope and resolve. An important intervention in standard approaches to understanding currere, this book provides essential context for scholars and educators with interests in the history of education, curriculum architectural education and practice studies, memory studies, narrative research, Sebaldian studies, and educational philosophy. |
| Imprint Name: | Routledge |
| Publisher Name: | Taylor & Francis Ltd |
| Country of Publication: | GB |
| Publishing Date: | 2022-12-30 |
