Abstract
This paper presentation delves into the social role of art in curriculum studies through the lens of Foucauldian theories, with a focus on discursive power and political actions. Foucault’s concept of governmentality emphasizes the role of knowledge in the curriculum in shaping individuals as proper citizens, contributing to the normalization of societal norms and values. The aim of this study is to explore how aesthetic expressions in art curricula is integrated with power relations and create opportunities for public actions. While previous research has applied Foucauldian theories in museum studies to examine power relations and discursive constructions. However, few studies have examined the museum curriculum from a Foucauldian perspective. This research paper reviews literature from 1998 to 2022 on the use of Foucault in art curriculum studies to explore political and civil discourses beyond essentialized readings of Foucault. This presentation has three main objectives: 1. To revisit the Foucauldian framework in curriculum studies for discovering political and civil discourses that are embedded in museum curriculum beyond essentialized readings of Foucault. 2. To explore how curriculum can be used as leverages for fostering public actions and civic engagement in museums and other public institutions. 3. To provide tools for curriculum theorists, museum professionals, and educational practitioners to challenge issues in current educational programs and better serve politically marginalized and underrepresented groups in museum spaces.
Presenters
William ZhouStudent, Doctor of Education, George Washington University, District of Columbia, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Art education; Curriculum studies; Foucault; Discourse analysis; Civic engagement
