By repositioning democratic education not as something that can be
achieved by following a certain, proven process, but as an
inherently paradoxical enterprise in its dealings with the tension
between schooling as the intentional production of citizens and the
uncertainties of democracy, an alternative way of reading the
curriculum emerges. This book aims not at arriving at the right
combination of theory, policy and praxis that will provide the
democratic utopia, but at historicizing the discourses that have
shaped the ways in which we think and act in the field of
education.
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