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An Existentialist Curriculum of Action: Creating a Language of Freedom and Possibility


reviewed by Haeryun Choi March 24, 2009

coverTitle: An Existentialist Curriculum of Action: Creating a Language of Freedom and Possibility
Author(s): Shaireen Rasheed
Publisher: University Press of America, Lanham
ISBN: 0761835911, Pages: 90, Year: 2007
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Rasheed begins her book with the following statement: “One of the present movements toward educational reform, with its rationalistic and technologically oriented curricular objectives and overtones of a national curriculum, threatens to eliminate the broad citizenship function of schools in favor of a restrictive, market-and-workplace-skills perspective” (p. 1). Rasheed continues to argue that “technocratic curriculum” prevents critical thinking and reinforces a repetitive, uncreative concept of education. Following and elucidating Maxine Greene’s existentialist concept of freedom, the author develops an existentialist curriculum of action. Freedom, democracy, problem posing, social imagination, ownership, empowerment, dialogue, and possibility are terms that Rasheed highlights in her existentialist curriculum of action. She develops a curriculum theory where students become active meaning-makers in their learning process. Individuals learn to participate in their meaning making process in a social context. Students learn to negotiate with the environment as an authentic being. An existentialist curriculum of action focuses on... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: March 24, 2009
http://www.tcrecord.org ID Number: 15595, Date Accessed: 10/18/2017 5:34:41 AM

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About the Author
  • Haeryun Choi
    CW Post Campus of Long Island University
    E-mail Author
    HAERYUN CHOI received a Ph.D. in Philosophy of Education from University of Illinois at Urbana-Champaign. She is currently an assistant professor at CWPost campus of Long Island University. A recent publication is "Expanding Arts Education in a Digital Age" which will be published in Arts Education Policy Review (Spring 2009). She has been working on a few articles on teaching Socrates in technology and globalization and the role of teachers.
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