Curriculum as a Discourse: Using Critical Discourse Analysis to Revive Curriculum Reconceptualists' Thought

Abstract

Curriculum reconceptualists seek to reshape the field of curriculum studies. Unlike traditional curricularists, they
reprobate the technical approach of curriculum development because of its pure functional and managerial tendency.
Reconceptualists look at curriculum from various philosophy-saturated perspectives. One of their claims is
considering curriculum as a discourse, and the main task curricularists have to cope with is to understand this
discourse.
Unfortunately, reconceptualists penetrate deeply into philosophy without offering a clear practical vision that helps
them transform their insights. In this paper, I argue that reconceptualists can bridge the gap through considering
Critical Discourse Analysis (CDA) assumptions. The idea of understanding curriculum as a discourse could be
theoretically and practically detected when employing (CDA).