Epistemology and Urban Decay in Daybreak with Angels and Preludes: Literary Pathways to Curriculum Theory
Abstract
The study investigates epistemological dimensions in Daybreak with Angels and Preludes, examining how these works articulate urban decay, human experience, and the pursuit of knowledge. Philosophical traditions including idealism, naturalism, pragmatism, realism, existentialism, essentialism, and progressivism are employed to reveal how literary texts function as epistemic spaces that challenge perceptions of reality. Novelty lies in integrating literary hermeneutics with curriculum theory, offering a framework of epistemic attunement that bridges aesthetic interpretation and educational praxis. A qualitative, interpretive approach demonstrates how place-based and context-sensitive readings of literature can inform curriculum design, fostering critical reflection and ethical engagement. The findings suggest literature can act as a catalyst for intellectual inquiry and pedagogical innovation.
Keywords: epistemology in literature, urban decay in poetry, curriculum theory, place-based pedagogy, literary hermeneutics
Full Text:
EPISTEMOLOGY & URBAN DECAY in...References
Abrams, M. H. (1999). A glossary of literary terms (7th ed.). Wadsworth Publishing. https://www.google.com/books/edition/A_Glossary_of_Literary_Terms/zasjAQAAIAA
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman. https://www.pearson.com/en-us/subject-catalog/p/a-taxonomy-for-learning-teaching-and-assessing/P200000004012
Bachelard, G. (1958). The poetics of space (M. Jolas, Trans.). Beacon Press. https://whslibraryblog.files.wordpress.com/2014/05/gaston-bachelard-the-poetics-of-space.pdf
Bhatt, S. R. (2018). Philosophical foundations of education. In Philosophical foundations of education (pp. 9–23). Springer. https://doi.org/10.1007/978-981-13-0442-2_2
Biffi, E., Giudici, C., & Penge, R. (2020). Arts-based practices and epistemic justice in education. Italian Journal of Educational Research, 25, 93–112. https://ojs.pensamultimedia.it/index.php/sird/article/view/3936
Biesta, G. (2020). Educational research: An unorthodox introduction. Bloomsbury Academic. https://www.bloomsbury.com/uk/educational-research-9781350070557/
Bruner, J. S. (1960). The process of education. Harvard University Press. https://www.hup.harvard.edu/catalog.php?isbn=9780674710016
Crary, J. (2013). 24/7: Late capitalism and the ends of sleep. Verso Books. https://www.versobooks.com/en-gb/products/2257-24-7
Culler, J. D. (2004). Literary theory: A very short introduction (2nd ed.). Oxford University Press. https://global.oup.com/academic/product/literary-theory-a-very-short-introduction-9780199691340
Cullingford, C. (2004). Daybreak with Angels. In P. Silva (Ed.), Sunrise and The Whispers of Dawn (pp. 1–3). West Yorkshire, England. https://www.academia.edu/6523570/SUNRISE_a
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2018). The SAGE handbook of qualitative research (5th ed.). SAGE Publications. https://us.sagepub.com/en-us/nam/the-sage-handbook-of-qualitative-research/book245228
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan. https://www.gutenberg.org/files/852/852-h/852-h.htm
Dewey, J. (1938). Experience and education. Macmillan.
Eisner, E. W. (1979). The educational imagination: On the design and evaluation of school programs. Macmillan. http://www.daneshnamehicsa.ir/userfiles/files/1/10-%20The%20educational%20imagination%20by%20Eisner,%20Elliot%20W.pdf
Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. Jossey Bass.
Eliot, T. S. (1917/2020). Preludes. Faber & Faber.
Freire, P. (1970). Pedagogy of the oppressed. Continuum.
Gadamer, H.-G. (1989). Truth and method (2nd rev. ed.). Bloomsbury Academic. https://books.google.com.tr/books/about/Truth_and_Method.html?id=_YolAQAAIAAJ
Giannakopoulos, C. (2025). Interdisciplinary poetics and pedagogies of relation. Routledge.
Greimas, A. J. (1966). Sémantique structurale. Larousse.
Gruenewald, D. A. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3–12. https://doi.org/10.3102/0013189X032004003
Hennessy, S., Mercer, N., & Warwick, P. (2010). A dialogic approach to reasoning and meaning making in the classroom. Technology, Pedagogy and Education, 19(1), 101–121. https://doi.org/10.1080/14759390903579278
Husserl, E. (1913). Ideas: General introduction to pure phenomenology. Routledge. https://books.google.com/books?id=3LXz0lZ2fUQC
Jahn, M. (2002). Narratology: A guide to the theory of narrative. English Department, University of Cologne. https://www.uni-koeln.de/~ame02/pppn.htm
Jusslin, H., & Höglund, A. (2021). Art, affect, and epistemic justice in teacher education. Nordic Journal of Art & Research, 10(1), 3–20. https://doi.org/10.7577/information.v10i1.4006
Leighton, H. (2014). Attunement: A mindfulness-based pedagogy. In Education, 19(1), 58–75. https://ineducation.ca/ineducation/article/view/163
Lefebvre, H. (1991). The production of space (D. Nicholson Smith, Trans.). Blackwell. (Original work published 1974) https://monoskop.org/images/7/75/Lefebvre_Henri_The_Production_of_Space.pdf
Merleau Ponty, M. (1962). Phenomenology of perception (C. Smith, Trans.). Routledge. https://monoskop.org/images/3/3b/Merleau-Ponty_Maurice_Phenomenology_of_Perception_1962.pdf
Nussbaum, M. C. (2010). Not for profit: Why democracy needs the humanities. Princeton University Press. https://press.princeton.edu/books/hardcover/9780691140643/not-for-profit
OECD. (2019). OECD Learning Compass 2030. Organisation for Economic Co operation and Development. https://www.oecd.org/education/2030-project/
Oliva, P. F. (1982). Developing the curriculum. Scott, Foresman.
Quinlan, K. M. (2021). Emotion in learning: From the perspective of learning outcomes to attuned teaching. Higher Education, 82, 1155–1173. https://doi.org/10.1007/s10734-021-00715-y
Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. Jossey Bass. https://www.perlego.com/book/1014088/making-thinking-visible-how-to-promote-engagement-understanding-and-independence-for-all-learners-pdf
Sartre, J. P. (1943). Being and nothingness: An essay in phenomenological ontology (H. E. Barnes, Trans., 1956 ed.). Methuen. https://archive.org/details/BeingAndNothingnessByJeanPaulSartre/page/n7/mode/2up
Saylor Foundation. (2023). The essentialist curriculum model. Saylor Academy. https://learn.saylor.org/mod/book/view.php?id=27406&chapterid=19682
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Simmel, G. (1903). The metropolis and mental life. In The sociology of Georg Simmel (K. Wolff, Trans., 1950). Free Press. https://www.blackwellpublishing.com/content/BPL_Images/Content_store/Sample_chapter/0631225137/simmel.pdf
Smith, G. A., & Sobel, D. (2010). Place- and community-based education in schools. Routledge. https://www.routledge.com/Place-and-Community-Based-Education-in-Schools/Smith-Sobel/p/book/9780415963213
Thomson, P., Hall, C., & Russell, L. (2017). Ethics and education research. SAGE Publications. https://uk.sagepub.com/en-gb/eur/ethics-and-education-research/book241210
UNESCO. (2023). Reimagining our futures together: A new social contract for education. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000379707
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 3.0 License.