The radical inclusive curriculum: contributions toward a theory of complete education

This paper contributes to curriculum theory from the perspective of a fundamental critique of education. Its objective is twofold: to analyze both traditional and critical approaches to the curriculum and the types of education that fow from them and to propose changes that could result in signifcan...

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Authors: Herrán Gascón, Agustín de la, Rodríguez Herrero, Pablo
Format: article
Publication Date:2022
Country:España
Institution:Universidad Autónoma de Madrid
Repository:Biblos-e Archivo. Repositorio Institucional de la UAM
Language:English
OAI Identifier:oai:repositorio.uam.es:10486/705609
Online Access:http://hdl.handle.net/10486/705609
https://dx.doi.org/10.1007/s12564-022-09810-4
Access Level:Open access
Keyword:Consciousness
Curriculum
Education
Radical and inclusive approach to education
Radical curriculum
Educación
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spelling The radical inclusive curriculum: contributions toward a theory of complete educationHerrán Gascón, Agustín de laRodríguez Herrero, PabloConsciousnessCurriculumEducationRadical and inclusive approach to educationRadical curriculumEducaciónThis paper contributes to curriculum theory from the perspective of a fundamental critique of education. Its objective is twofold: to analyze both traditional and critical approaches to the curriculum and the types of education that fow from them and to propose changes that could result in signifcant improvements to the curricula through the radical and inclusive approach. The principles of pedagogy are redefned from the standpoint of this approach, aiming to enhance the educational potential of the curricula. The method of the paper is hermeneutic and dialectical, critically disputing the utility of curriculum theory and of the international policies that drive current educational practice. The essay’s arguments are developed throughout in the dialogical space between the critique and the proposed changes. These arguments are oriented toward complementarity and aim to redefne education and the curriculum in terms of complexity and a higher level of consciousness. The conclusions suggest that the radical and inclusive approach can produce signifcant, thoroughgoing change in curricula, education, and pedagogyOpen Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. This work was supported by the Agencia Estatal de Investigación (AEI) (Spain) and the European Regional Development Fund (FEDER) under Grant EDU2017-85296-RSpringerDepartamento de PedagogíaFacultad de Formación de Profesorado y Educación20222022-11-28research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/705609https://dx.doi.org/10.1007/s12564-022-09810-4reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/7056092026-06-23T12:46:27Z
dc.title.none.fl_str_mv The radical inclusive curriculum: contributions toward a theory of complete education
title The radical inclusive curriculum: contributions toward a theory of complete education
spellingShingle The radical inclusive curriculum: contributions toward a theory of complete education
Herrán Gascón, Agustín de la
Consciousness
Curriculum
Education
Radical and inclusive approach to education
Radical curriculum
Educación
title_short The radical inclusive curriculum: contributions toward a theory of complete education
title_full The radical inclusive curriculum: contributions toward a theory of complete education
title_fullStr The radical inclusive curriculum: contributions toward a theory of complete education
title_full_unstemmed The radical inclusive curriculum: contributions toward a theory of complete education
title_sort The radical inclusive curriculum: contributions toward a theory of complete education
dc.creator.none.fl_str_mv Herrán Gascón, Agustín de la
Rodríguez Herrero, Pablo
author Herrán Gascón, Agustín de la
author_facet Herrán Gascón, Agustín de la
Rodríguez Herrero, Pablo
author_role author
author2 Rodríguez Herrero, Pablo
author2_role author
dc.contributor.none.fl_str_mv Departamento de Pedagogía
Facultad de Formación de Profesorado y Educación
dc.subject.none.fl_str_mv Consciousness
Curriculum
Education
Radical and inclusive approach to education
Radical curriculum
Educación
topic Consciousness
Curriculum
Education
Radical and inclusive approach to education
Radical curriculum
Educación
description This paper contributes to curriculum theory from the perspective of a fundamental critique of education. Its objective is twofold: to analyze both traditional and critical approaches to the curriculum and the types of education that fow from them and to propose changes that could result in signifcant improvements to the curricula through the radical and inclusive approach. The principles of pedagogy are redefned from the standpoint of this approach, aiming to enhance the educational potential of the curricula. The method of the paper is hermeneutic and dialectical, critically disputing the utility of curriculum theory and of the international policies that drive current educational practice. The essay’s arguments are developed throughout in the dialogical space between the critique and the proposed changes. These arguments are oriented toward complementarity and aim to redefne education and the curriculum in terms of complexity and a higher level of consciousness. The conclusions suggest that the radical and inclusive approach can produce signifcant, thoroughgoing change in curricula, education, and pedagogy
publishDate 2022
dc.date.none.fl_str_mv 2022
2022-11-28
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/705609
https://dx.doi.org/10.1007/s12564-022-09810-4
url http://hdl.handle.net/10486/705609
https://dx.doi.org/10.1007/s12564-022-09810-4
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.301603

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