Description
By repositioning democratic education no longer as something that may be achieved by following a certain, proven process, but as an inherently paradoxical enterprise in its dealings with the stress between schooling as the intentional production of citizens and the uncertainties of democracy, an alternative way of reading the curriculum emerges. This book aims no longer at arriving at the right mix of theory, policy and praxis that allows you to give you the democratic utopia, but at historicizing the discourses that experience shaped the ways by which we predict and act within the field of education.