Engendering Curriculum History

<p>How can curriculum history be re-envisioned from a feminist poststructuralist perspective? <em>Engendering Curriculum History</em> disrupts dominant notions of history as linear as inevitable progress and as embedded in the individual. This conversation requires a history that seeks<em> re-memberance</em> not representation <em>reflexivity </em>not linearity and <em>responsibility</em> not truth. Rejecting a compensatory approach to rewriting history which leaves dominant historical categories and periodization intact Hendry examines how the narrative structures of curriculum histories are implicated in the construction of gendered subjects. Five central chapters take up a particular discourse (wisdom the body colonization progressivism and pragmatism) to excavate the subject identities made possible across time and space. Curriculum history is understood as an emergent not a finished process – as an unending dialogue that creates spaces for conversation in which multiple conflicting paradoxical and contradictory interpretations can be generated as a means to stimulate more questions not grand narratives. </p>