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dc.contributor.authorOsberg, Deborah
dc.contributor.authorBiesta, Gert
dc.date.accessioned2013-05-29T14:15:39Z
dc.date.issued2010
dc.description.abstractThe conundrum of the inclusive educational curriculum is that the more inclusive a curriculum becomes in practice, the less inclusive it becomes in principle. In this paper we explain the conundrum and argue that its appearance is a product of what could be called “object-based” logic which is underpinned by a deterministic understanding of causality. As long as we employ object-based logic to think about the curriculum we cannot avoid asking what a curriculum is for. Whoever answers this question necessarily excludes other possibilities.. We argue that a relational or “complex” understanding of causality, which is shared by complexity theories, poststructural theories, deconstruction and Deweyan pragmatism, offers a way out of the conundrum by offering a different understanding of process and hence the guiding role of the curriculum in the educational process. In allowing the possibility of a guiding role for the curriculum, while dispensing with the need for a curricular “end,” complex logic can inform an understanding of curriculum which succeeds where humanistic education in its various forms has failed.en_GB
dc.identifier.citationVol. 14, Issue 6, pp. 593 - 607en_GB
dc.identifier.doi10.1080/13603110802530684
dc.identifier.urihttp://hdl.handle.net/10871/9694
dc.language.isoenen_GB
dc.publisherTaylor and Francisen_GB
dc.relation.urlhttp://www.tandfonline.com/loi/tied20en_GB
dc.subjectComplexityen_GB
dc.subjectcurriculumen_GB
dc.subjectinclusive educationen_GB
dc.subjectschoolingen_GB
dc.subjectrelational-logicen_GB
dc.subjectemergenceen_GB
dc.titleThe End/s of Education: Complexity and the Conundrum of the Inclusive Educational Curriculumen_GB
dc.typeCase studyen_GB
dc.date.available2013-05-29T14:15:39Z
dc.identifier.issn1360-3116
dc.descriptionpublication-status: Publisheden_GB
dc.descriptiontypes: Articleen_GB
dc.identifier.journalInternational Journal of Inclusive Educationen_GB


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