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Deconstructing the curriculum.

Deconstructing the curriculum. . A stepping stone towards inclusion in higher education beno.schraepen@plantijn.be. Deconstruction ?. What deconstruction is not? Everything of course What is deconstruction? Nothing of course? (Derrida 1991b p275). Deconstruction ?.

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Deconstructing the curriculum.

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  1. Deconstructing the curriculum. A stepping stone towards inclusion in higher education beno.schraepen@plantijn.be

  2. Deconstruction? What deconstruction is not? Everything of course What is deconstruction? Nothing of course? (Derrida 1991b p275)

  3. Deconstruction ? It’s about justice, it’s a philosophy of hesitation because decidability and closure create injustice • It’s a responsability towards thinking the impossible, the most inconceivable • It’s inventive and creative • It gives the commonplace and taken for granted an new bent or twist

  4. Deconstruction and inclusion? • Education • is full of closures, certainties and pronouncements that create exclusion (ex?) • Inclusive education • Eliminating barriers that create exclusion • Questioning power relationships

  5. Highereducation (Higher) education has been put in an economical space (Masschelein)

  6. The curriculum in higher education? • Looking for certainties ... • Questioning what‘s taken for granted ... • Opening the closures ... • What do we want ...

  7. The curriculum as a steppingstone towards inclusion ... • Based on values that reflect diversity and inclusion ... • Questioning the power of social structures ... • Free the overcrowded curriculum from too many obligations • Attack the rigid spaces of schooling so it can lead to new ways of thinking and acting

  8. The curriculum as a steppingstone towards inclusion ... • Are escape ways created is the curriculum in control of everything • What about rescuing education from the ‘tyranny of the technical’ which has locked teachers in impossibility and exclusion? • How does is make inequality in society visible? • How does the student learn about social relations thru the curriculum? • Is it open and based on human values or are economical values prevailing?

  9. The curriculum as a steppingstone towards inclusion ... • Focus on becoming through knowing? • How does is make inequality in society visible? • How does the student learn about social relations thru the curriculum? • Is it open and based on human values or are economical values prevailing? • Does the curriculum makes changes possible? • Is it sufficiently demanding? • Does it offer contrasting insights and perspectives? • Does it require presence and commitment? • ...

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