Vertaile menetelmiä
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| Kriittinen opetussuunnitelma-analyysi× | Hermeneuttinen analyysi – Tekstien tulkitseva ymmärtäminen× | |
|---|---|---|
| Tieteenala | Kenttämenetelmät | Kenttämenetelmät |
| Menetelmäperhe | Process / pipeline | Process / pipeline |
| Syntyvuosi≠ | 1970s–1980s | 19th–20th century (Schleiermacher ~1819; Dilthey ~1883; Gadamer 1960; Ricoeur 1969) |
| Kehittäjä≠ | Michael W. Apple; Henry A. Giroux; Paulo Freire (critical pedagogy foundations) | Friedrich Schleiermacher; Wilhelm Dilthey; Hans-Georg Gadamer; Paul Ricoeur |
| Tyyppi≠ | Critical qualitative research approach | Qualitative interpretive method |
| Alkuperäislähde≠ | Apple, M. W. (1979). Ideology and Curriculum. Routledge & Kegan Paul. ISBN: 978-0415909242 | Gadamer, H.-G. (1975). Truth and Method (G. Barden & J. Cumming, Trans.). Seabury Press. (Original work published 1960 as Wahrheit und Methode). ISBN: 978-0826400185 |
| Rinnakkaisnimet | CCA, critical curriculum inquiry, critical curriculum critique, curriculum critique | hermeneutics, hermeneutical interpretation, interpretive hermeneutics, philosophical hermeneutics |
| Liittyvät≠ | 5 | 6 |
| Tiivistelmä≠ | Critical curriculum analysis examines educational curricula — their content, organisation, and underlying assumptions — through a critical theory lens. Drawing on the work of Apple, Giroux, and Freire, it asks whose knowledge counts, whose interests the curriculum serves, and how schooling reproduces or challenges social inequalities. Rather than treating curriculum as neutral, it treats it as an ideologically saturated artifact shaped by relations of power, race, class, and gender. | Hermeneutic analysis is a qualitative interpretive method for uncovering the meaning of texts, documents, spoken discourse, or human actions. Rooted in 19th-century biblical and legal scholarship and systematised by Schleiermacher, Dilthey, Gadamer, and Ricoeur, it operates through the hermeneutic circle: the meaning of a part is understood through the whole, and the meaning of the whole is revised as parts are interpreted. The goal is not to measure or code, but to achieve a deepening, dialogic understanding of the object of interpretation. |
| ScholarGateAineisto ↗ |
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