Bildung and the Internationalization of Curriculum Studies

Authors

  • William F. Pinar University of British Columbia

DOI:

https://doi.org/10.14288/tci.v3i2.27

Keywords:

Bildung curriculum internationalization

Abstract

I explore resonances between Didaktik and North American curriculum studies, focusing on Bildung, linking it to the autobiographical tradition in North America. Posing historical and gendered questions regarding the concept (of Bildung), I also explore differences between the two traditions. During our time together in Tampere, I suggest, we can focus our own, and not only our students’, self-formation. Perhaps we use conference encounters not only to report our own work, faithful to our own national cultures and theoretical programs, but also to allow ourselves to go into temporary exile, undergo estrangement from what is familiar and everyday and enter a third space, neither home nor abroad, but in-between, a space that, in von Humboldt’s words, “that makes possible the interplay between his receptivity and his self-activity.” In this interplay, I suggest, can occur the internationalization of curriculum studies.

Author Biography

William F. Pinar, University of British Columbia

Professor and Canada Research Chair Director, Centre for the Study of the Internationalization of Curriculum Studies Department of Curriculum Studies

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Published

2007-01-27