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      Knowledge and the curriculum: Derrida, deconstruction and 'sustainable development'

      research-article
      London Review of Education
      IOE Press
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            Abstract

            This paper enquires into curriculum knowledge about sustainable development at advanced level in geography in English schools through a critical look at two concepts. The deconstructive perspective used is drawn from Jacques Derrida. The focus is on school knowledge and responsibility to other ways of knowing that may be neglected within assumptions concerning the fixed meanings of words, universal laws and the presumptions of scientific method. Michael Bonnett, Martin Heidegger and Iris Murdoch offer transgressive ways of knowing about sustainable development. It is suggested that these ideas might lead to alternative, more ethical and political, and ultimately more objective forms of geographical knowledge.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            01 March 2007
            : 5
            : 1
            : 69-82
            Article
            1474-8460(20070301)5:1L.69;1- s6.phd /ioep/clre/2007/00000005/00000001/art00006
            10.1080/14748460701243267
            93fe3853-a15c-45a0-84bb-aa3f8a3a9cce
            Copyright @ 2007
            History
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            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education

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