ABSTRACT This paper explores the central metaphors of curriculum as ‘text’ and ‘discourse’ that are adopted as the organizing metaphors for William Pinar’s 2006 book Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses. Using the works of Michel Foucault, the paper explores relationships between discourse and curriculum as procedures of exclusion. Moving on to genre as a literary form, the paper analyses the pedagogical form of the essay and the rise of the article as one of the most pervasive forms that underlie academic culture. In our postdigital age, however, both the article and journal have significantly changed. This paper shows that a historicizing of the curriculum, understood as an approach to curriculum studies, is a process of denaturalization of commonly accepted assumptions about the curriculum. Therefore, problematizing the concepts of ‘discourse’, ‘genre’, and ‘text’ enables us to understand the historical and constructed notion of the curriculum and to examine its contemporary postdigital forms.

中文翻译：

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话语，体裁和课程

摘要本文探讨了作为“文本”和“话语”的课程的中心隐喻，这些隐喻被威廉·皮纳尔（William Pinar）在2006年出版的《理解课程：历史和当代课程话语研究导论》中的组织隐喻所采用。利用米歇尔·福柯的著作，本文探讨了话语和课程之间的关系，将其作为排斥的程序。继续将体裁作为一种文学形式，本文分析了论文的教学形式和文章的兴起，这是构成学术文化的最普遍形式之一。然而，在我们的后数字时代，文章和期刊都发生了重大变化。本文表明，课程的历史化，被理解为课程研究的一种方法，是对课程普遍接受的假设进行变性的过程。因此，对“话语”，“体裁”和“文本”的概念进行质疑可以使我们理解课程的历史和建构概念，并研究其当代的后数字形式。