Curriculum in a New Key

Author: Ted T. Aoki
Publisher: Routledge
ISBN: 1135704422
Format: PDF, ePub
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Ted T. Aoki, the most prominent curriculum scholar of his generation in Canada, has influenced numerous scholars around the world. Curriculum in a New Key brings together his work, over a 30-year span, gathered here under the themes of reconceptualizing curriculum; language, culture, and curriculum; and narrative. Aoki's oeuvre is utterly unique--a complex interdisciplinary configuration of phenomenology, post-structuralism, and multiculturalism that is both theoretically and pedagogically sophisticated and speaks directly to teachers, practicing and prospective. Curriculum in a New Key: The Collected Works of Ted T. Aoki is an invaluable resource for graduate students, professors, and researchers in curriculum studies, and for students, faculty, and scholars of education generally.

Curriculum in a New Key

Author: Ted T. Aoki
Publisher: Routledge
ISBN: 1135704430
Format: PDF, Mobi
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Ted T. Aoki, the most prominent curriculum scholar of his generation in Canada, has influenced numerous scholars around the world. Curriculum in a New Key brings together his work, over a 30-year span, gathered here under the themes of reconceptualizing curriculum; language, culture, and curriculum; and narrative. Aoki's oeuvre is utterly unique--a complex interdisciplinary configuration of phenomenology, post-structuralism, and multiculturalism that is both theoretically and pedagogically sophisticated and speaks directly to teachers, practicing and prospective. Curriculum in a New Key: The Collected Works of Ted T. Aoki is an invaluable resource for graduate students, professors, and researchers in curriculum studies, and for students, faculty, and scholars of education generally.

Curriculum in a New Key

Author: Ted T. Aoki
Publisher: Lawrence Erlbaum Assoc Incorporated
ISBN: 0805847413
Format: PDF, ePub, Docs
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Ted T. Aoki, a prominent curriculum scholar of his generation in Canada, has influenced numerous scholars around the world. This book brings together his work, over a 30-year span.

What Is Curriculum Theory

Author: William F. Pinar
Publisher: Routledge
ISBN: 1136860711
Format: PDF, ePub, Mobi
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This primer for teachers (prospective and practicing) asks readers to question the historical present and their relation to it, and in so doing, to construct their own understandings of what it means to teach, to study, to become "educated" in the present moment. Curriculum theory is the scholarly effort – inspired by theory in the humanities, arts and interpretive social sciences – to understand the curriculum, defined here as "complicated conversation." Rather than the formulation of objectives to be evaluated by (especially standardized) tests, curriculum is communication informed by academic knowledge, and it is characterized by educational experience. Pinar recasts school reform as school deform in which educational institutions devolve into cram schools preparing for standardized exams, and traces the history of this catastrophe starting in 1950s. Changes in the Second Edition: Introduces Pinar’s formulation of allegories-of-the-present — a concept in which subjectivity, history, and society become articulated through the teacher’s participation in the complicated conversation that is the curriculum; features a new chapter on Weimar Germany (as an allegory of the present); includes new chapters on the future, and on the promises and risks of technology.

Qualitative Research in the Post Modern Era

Author: Karyn Cooper
Publisher: Springer Science & Business Media
ISBN: 9789400723399
Format: PDF, ePub, Mobi
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Qualitative Research is changing as a result of postmodern influences which have changed the way research is interpreted and understood. This has prompted questions which have been knocking at the door of qualitative research for some time now: Who is the researcher in this research account? How does the researcher relate to his/her research? How can the researcher who reads qualitative research relate to and understand the nuances and complexities in qualitative research? How can this volume help us to, not only describe, effect and manage change, but help us to understand, imagine and affect policies, practices and procedures related to research? What can we learn from researchers at the top of their stride who have struggled in order to develop qualitative research? The book includes illustrative interviews with world famous scholars. William Pinar, Norman Denzin, Henry Giroux, Zygmunt Bauman and Maxine Greene invite the student to engage reflectively and to figure out the rudiments and connections of research methodology and methods for theses. The developed so called “The Five Contexts” serves as a theoretical framework for conducting, understanding and interpreting qualitative research in a variety of disciplines in this post-modern era .

Curriculum Development in the Postmodern Era

Author: Patrick Slattery
Publisher: Routledge
ISBN: 1136494189
Format: PDF, Mobi
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This landmark text was one of the first to introduce and analyze contemporary concepts of curriculum that emerged from the Reconceptualization of curriculum studies in the 1970s and 1980s. This new edition brings readers up to date on the major research themes (postmodernism,ecological, hermeneutics, aesthetics and arts-based research, race, class, gender, sexuality, and classroom practices) within the historical development of the field from the 1950s to the present. Like the previous editions, it is unique in providing a comprehensive overview in a relatively short and highly accessible text. Provocative and powerful narratives (both biography and autoethnography) throughout invite readers to engage the complex theories in a personal conversation. School-based examples allow readers to make connections to schools and society, teacher education, and professional development of teachers. Changes in the Third Edition New Glossary - brief summaries in the text direct readers to the Companion Website to read the entire entries New analysis of the current accountability movement in schools including the charter school movement. More international references clearly connected to international contexts More narratives invite readers to engage the complex theories in a personal conversation Companion Website–new for this edition

Race Gender and Curriculum Theorizing

Author: Denise Taliaferro Baszile
Publisher: Rowman & Littlefield
ISBN: 1498521142
Format: PDF, ePub
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Race, Gender, and Curriculum Theorizing: Working in Womanish Ways recognizes and represents the significance of Black feminist and womanist theorizing within curriculum theorizing. In this collection, a vibrant group of women of color who do curriculum work reflect on a Black feminist/womanist scholar, text, and/or concept, speaking to how it has both influenced and enriched their work as scholar-activists. Black feminist and womanist theorizing plays a dynamic role in the development of women of color in academia, and gets folded into our thinking and doing as scholar-activists who teach, write, profess, express, organize, engage community, educate, do curriculum theory, heal, and love in the struggle for a more just world.

Intellectual advancement through disciplinarity

Author: William Pinar
Publisher: Sense Pubns
ISBN: 9789087902360
Format: PDF, ePub, Mobi
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Skepticism toward disciplinarity, William F. Pinar points out, is etched deeply in the U.S. field, drawn by progressive education's efforts to reconfigure the school curriculum as child-centered and/or as focused on social reconstruction. Skepticism toward disciplinarity had also been affirmed by Bobbitt and Charters' positioning of adult activity as the organizer of the school curriculum. Add to these historical dispositions the contemporary legitimation crisis of the academic disciplines and the rage for interdisciplinary, trans-disciplinary, post-disciplinary - anything but disciplinary - research and curriculum becomes intelligible. The intellectual labor of understanding constitutes the discipline of disciplinarity. Through the discipline of disciplinarity one contributes to the field's intellectual advancement and to one's own. Appreciating the centrality of disciplinarity to intellectual advancement requires us, Pinar argues, to replace Schwab's syntactical and substantive structures of the disciplines. Focused on methodology and the concepts research methodology generates, Schwab's schema was more appropriate to the natural and social-behavioral sciences than it is to the humanities and the arts. Pinar replaces these with two structures more appropriate to a discipline associated with the humanities and the arts and focused on the education of the public: horizontality and verticality. Explicating Spivak's notion of "planetarity" to specify the structures of subjectivity these structures of disciplinarity invite, Pinar illustrates these concepts through introductions to the scholarship of Ted Aoki, Tom Barone, Mary Aswell Doll, Maxine Greene, James Henderson, Dwayne Huebner, Rita Irwin, David Jardine, Kathleen Kesson, James B. Macdonald, Janet Miller, Marla Morris, Alice Pitt, William Reynolds, John Weaver, among others. Of significance to all specializations in the broad and fragmented academic field of education, Intellectual Advancement through Disciplinarity provides the intellectual tools by means of which education scholars worldwide can participate in the complicated conversation that is internationalization in order to contribute to the intellectual sophistication of their nationally distinctive fields. William F. Pinar teaches curriculum theory at the University of British Columbia, where he holds a Canada Research Chair and directs the Centre for the Study of the Internationalization of Curriculum Studies.

Reconceptualizing Curriculum Development

Author: James Henderson
Publisher: Routledge
ISBN: 1317648765
Format: PDF, ePub
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Reconceptualizing Curriculum Development provides accessible, clear guidance on curriculum problem solving and educational leadership through the practice of a synoptic curriculum study. This practice integrates three influential interpretations of curriculum—curriculum as deliberative artistry, curriculum as complicated conversation, and curriculum as currere—with John Dewey’s lifetime work on reflective inquiry. At its heart, the book advances a way of studying as a way of living with reference to the question: How might I live as a democratic educator? The study guidance is organized as an open-ended scaffolding of three embedded reflective inquiries informed by four deliberative conversations. Study recommendations are provided by a carefully selected team. The field-tested study-based approach is illustrated through a multi-layered, multi-voiced narrative collage of four experienced teachers’ personal journeys of understanding in a collegial study context. Applying William Pinar’s argument that a "conceptual montage" enabling teachers to lead complicated conversations should be the focus for curriculum development in the field’s current ‘post-reconceptualist’ moment, the book moves forward the educational aim of facilitating a holistic subject/self/social understanding through the practice of a balanced hermeneutics of suspicion and trust. It closes with a discussion of cross-cultural collaboration and advocacy, reflecting the interest of curriculum scholars in a wide range of countries in this study-based, lead-learning approach to curriculum development.

Knowledge and the Curriculum

Author: Paul H. Hirst
Publisher:
ISBN: 0415562848
Format: PDF, Docs
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Offers a coherent philosophical study of a group of important and pressing educational issues such as the selection of objectives for less able children, the fundamental characteristics of teaching and the integration of the curriculum.