Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/7491
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dc.contributor.authorOsberg, Deborah-
dc.contributor.authorBiesta, G J J-
dc.date.accessioned2018-05-12T08:45:00Z-
dc.date.issued2010-09-
dc.identifier.urihttp://hdl.handle.net/1893/7491-
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, offersa 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_UK
dc.language.isoen-
dc.publisherTaylor & Francis (Routledge)-
dc.relationOsberg D & Biesta GJJ (2010) The end/s of education: complexity and the conundrum of the inclusive educational curriculum, International Journal of Inclusive Education, 14 (6), pp. 593-607.-
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.-
dc.subjectCOMPLEXen_UK
dc.subjectComplexityen_UK
dc.subjectCURRICULAen_UK
dc.subjectCurriculumen_UK
dc.subjectEducationen_UK
dc.subjecteducationalen_UK
dc.subjectLogicen_UK
dc.subjectNEEDen_UK
dc.subjectotheren_UK
dc.subjectPracticeen_UK
dc.subjectprincipleen_UK
dc.subjectPRODUCTen_UK
dc.subjectRoleen_UK
dc.subjectschoolen_UK
dc.subjectTheoriesen_UK
dc.subjectTHEORYen_UK
dc.subjectunderstandingen_UK
dc.titleThe end/s of education: complexity and the conundrum of the inclusive educational curriculumen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.-
dc.identifier.doihttp://dx.doi.org/10.1080/13603110802530684-
dc.citation.jtitleInternational Journal of Inclusive Education-
dc.citation.issn1360-3116-
dc.citation.volume14-
dc.citation.issue6-
dc.citation.spage593-
dc.citation.epage607-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPublisher version (final published refereed version)-
dc.author.emailgertbiesta@gmail.com-
dc.contributor.affiliationUniversity of Exeter-
dc.contributor.affiliationEducation Management and Support-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
dc.identifier.isi000285207800004-
Appears in Collections:Faculty of Social Sciences Journal Articles

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