|Published online: March 26, 2014||$US5.00|
Postmodern and post-structural approaches to curriculum design can disrupt the static, passive learning processes modernism establishes within present educational systems. Complexity science offers an alternative within the postmodern paradigm to challenge traditional notions of how we learn by calling attention to the influence of chaos and play in our educational discourses. Within the context of language, chaos and play can be used as tools of transformation in the curriculum to relax the boundaries around fixed knowledge and linear pedagogy students often experience in the classroom. A complex education informed by aesthetics challenges the modern paradigm and provides a solid framework to understand how educational structures can move beyond mechanistic processes and procedures. In particular, the design and activity within the English Language Arts classroom is an optimum place to begin looking for opportunities to transform how students are educated through the use of questioning and shared discourse. In this paper I explore the changing notions of how meaning is established and the roles both the student and teacher play in the creative learning process.
|Keywords:||Curriculum, Reconceptualization of Curriculum, Postmodern Paradigm of Education, Aesthetic Education, Teacher - Student Relationships, Language Arts Classroom, Shakespeare, Influencing Curriculum Structure, Transformative Power of Learning, Post-structuralism|
Graduate Student, Graduate School of Education, Doctoral Program in Educational Leadership and Research, Lousiana State University, Baton Rouge, Louisiana, USA