Paradoxes & Praxis: The 21st Century Imperative for Educational Foundations

Madeleine R. Grumet

Madeleine R. Grumet is a Curriculum Studies professor at University of Chicago, where she held the position of dean in the School of Education. Prior to that, she was dean in the school of Education at Brooklyn College, City University, New York. Drawing from both literature and philosophy, she initially focused on autobiographical narratives in her educational studies. Specifically, she referenced the subject/object scheme as a way to show that knowledge production lies in intersubjectivity, which indicates the reciprocal relationship between the teacher and students. In line with this, she proposed that in learning processes, people are likely to be trapped in transference, which is excluded in androcentric curriculum, so is caring in the classroom. Therefore, her book Bitter Milk: Women and Teaching (1988) is one of feminist texts in curriculum during the reconceptualization era. Now her research focus has shifted to art integration in academic disciplines.

“The Public Expression of the Citizen Teacher” in Journal of Teacher Education, 2010, 61: 66-76.
“Curriculum Theory, Inquiry and Politics,” in Curriculum Inquiry, 2009, Volume 39, Issue 1, pp. 221-234.
“Subject Position and Subjectivity” in E.  Malewski, ed., Curriculum Theory Reconsidered: Exploring the Next Moment. New York: Routledge. 2009
“Finding Form for Curriculum Reseach” with Amy Anderson and Christopher Osmond, in K. Gallagher, ed. The Methodological Dilemma. New York: Routledge, 2009
Grumet, M. R. (1988). Bitter Milk. Women and Teaching. Amherst: The University of Massachusetts Press, 225 pages.