Following One's Nose in Reading W. G. Sebald Allegorically: Currere and Invisible Subjects.
Saved in:
| Title: | Following One's Nose in Reading W. G. Sebald Allegorically: Currere and Invisible Subjects. |
|---|---|
| Authors: | Strong‐Wilson, Teresa |
| Source: | Educational Theory. Apr2017, Vol. 67 Issue 2, p153-171. 19p. |
| Subjects: | Art education, Language ability, Splitting (Psychology), Pathological psychology, Philosophy of education |
| Abstract: | In education, we are concerned with the teaching and learning of subjects, but the word 'subject' can refer to the discipline being studied as well as the individual who is studying. In this essay, Teresa Strong-Wilson explores this 'double entendre' (which William Pinar refers to as the 'double consciousness') of curriculum studies through the analogy afforded by German author-in-exile W. G. Sebald's working through of difficult subjects by way of semi-autobiographical writing that takes the form of an 'invisible subject': a preoccupation with an unnamed injustice entangled with his own upbringing. Curriculum theory, as currere, has foregrounded the autobiographical. While the place of autobiography in curriculum studies has often been taken to mean writing (especially of a confessional sort), currere is more an allegorical method of study, of intellectual engagement, of learning through reading and writing, and of teaching so as to open spaces for agency. Strong-Wilson suggests that Sebald can provide a strong example for us in curriculum studies of how to ethically bring into being an allegorical, autobiographical practice focused on 'invisible' subjects of deep concern. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Theory is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | In education, we are concerned with the teaching and learning of subjects, but the word 'subject' can refer to the discipline being studied as well as the individual who is studying. In this essay, Teresa Strong-Wilson explores this 'double entendre' (which William Pinar refers to as the 'double consciousness') of curriculum studies through the analogy afforded by German author-in-exile W. G. Sebald's working through of difficult subjects by way of semi-autobiographical writing that takes the form of an 'invisible subject': a preoccupation with an unnamed injustice entangled with his own upbringing. Curriculum theory, as currere, has foregrounded the autobiographical. While the place of autobiography in curriculum studies has often been taken to mean writing (especially of a confessional sort), currere is more an allegorical method of study, of intellectual engagement, of learning through reading and writing, and of teaching so as to open spaces for agency. Strong-Wilson suggests that Sebald can provide a strong example for us in curriculum studies of how to ethically bring into being an allegorical, autobiographical practice focused on 'invisible' subjects of deep concern. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00132004 |
| DOI: | 10.1111/edth.12232 |
