ABSTRACT
This chapter introduces and defines representation as a key concept in curriculum. Representation connects language and other forms of meaning, and it is complicated. Ibrahim traces its conception through time as the reflective and the intentional, the constructionist approach, and discourse as introduced by Michel Foucault. He outlines lessons to be learned from the intersection of representation, power, the subject, and curriculum. Lessons about truth, the importance of questioning, and how power and representation figure when thinking about curriculum are discussed. This introduction to the concept of representation in curriculum theory is accompanied by personal reflections on the key concept from two individuals who further explore representation in education and human lives. The chapter concludes with some suggested discussion questions for use in curriculum studies courses and by curriculum theory students.
