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Currículo sem Fronteiras
 A journal for a critical and emancipatory education   ISSN 1645-1384

A política de raça e gênero da reforma curricular contemporânea nos Estados Unidos (The politics of race and gender in the contemporary curriculum reform in the United States)

William Pinar

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Because the organization and culture of the school are linked to the economy and dominated by “business thinking,” the school and the U.S. curriculum field have traveled different paths over the past thirty years. In the autobiographical method (the method of currere) I have devised, returning to the past (the “regressive”) and imagining the future (the “progressive') must be understood (the “analytic”) for the self to become “expanded” (in contrast to being made “minimal” in Lasch's schema) and complicated, then, finally, mobilized (in the “synthetical” moment). Such an autobiographical sequence of ourselves as individuals and as educators might enable us to awaken from the nightmare we are living in the present To help us understand the nightmare that is the present, I invoke the psychoanalytic notion of “deferred action” (Nachtraglichkeit), a term Freud (1918 [1955]) employed to explain how the experience of trauma is deferred – and, I would add, displaced - into other subjective and social spheres, where it is' often no longer readily recognizable (see Lukacher, 1986). I argue that the “trauma” of the Cold War in the 1950s and the 1954 U.S. Supreme Court decision to desegregate the public schools (coupled with the primacy of students in 1960s civil rights struggles) was “displaced and deferred” onto public education.


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