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Curriculum Dynamics
Providing a postmodern critique of current trends toward standards-driven learning, Fleener (education, University of Oklahoma) examines the role of relationships, systems, and meaning in education, and offers a curriculum designed to reject the underlying logic of domination inherent in existing social structures (including schools). The philosophical basis (or baselessness) of contemporary education, and the political implications of reform are emphasized. Annotation copyrighted by Book News, Inc., Portland, OR
Curriculum and Teaching Dialogue Vol 8 1 & 2
This volume addresses topics such as a new theoretical framework for education, university curriculum reforms, and curriculum and teaching in an age of school reform.
The Children Hurricane Katrina Left Behind
Even before the 2005 «Disaster in the Delta» - as the devastation and loss wrought by the category-three hurricane known as Katrina came to be known - statistics emerged about the aggressive educational neglect of Louisiana's African American schoolchildren. The harrowing data about the inadequacies being as racialized as the distribution of aid in the storm's aftermath are chilling indeed. Yet, they have not dissuaded the more than thirty contributors to this volume from viewing Hurricane Katrina as an opportunity and a challenge to transform schools and society for the good of the entire United States. Divided into three sections («Education and School Contexts, » «Preparing Professio...
Curriculum Studies in the United States: Present Circumstances, Intellectual Histories
Pinar documents that the field of curriculum studies in the United States is in the early stages of a second paradigm shift, this time stimulated by present political circumstances. He explains why their acceptance in contemporary scholarship signals their conceptual exhaustion and how recent work in the field begins to surpass them.
Shakespeare and Complexity Theory
Shakespeare and Complexity Theory is the first book-length examination into how complexity theory may be incorporated within Shakespeare studies. The book demonstrates how complexity theory can illuminate our understanding of Shakespeare’s texts, early modern theatrical practices (from dance to co-authorship to stagecraft), pedagogy, and Shakespeare’s canonical place in contemporary culture. In its implementation of a scientific framework, this monograph taps into an area of increasing academic and research interest: the relationship between the sciences and the humanities.
Intellectual Advancement Through Disciplinarity
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 constitute...
Strategies for Career-Long Teacher Education
This book considers this question: How can schools of education be redesigned to provide continuing education that spans teachers′ entire careers? In this, the sixth Teacher Education Yearbook, the authors examine the current standard practice of confining teacher preparation to four years of coursework. They take a close look at the growing interest in career spanning teacher education. The chapter authors and contributors offer research, discussion, and various points of view on how ongoing, sustained professional development can enrich teachers′ worklives and increase their students′ learning. McIntyre and Byrd examine past, current, and proposed methods of teacher education from di...
Curriculum Visions
Curriculum Visions challenges the singular, guiding vision that has dominated Western educational thought for the past four centuries, from Peter Ramus to Ralph Tyler and beyond. Influenced by the spirit of John Dewey, Curriculum Visions moves beyond his ghost to see what he never saw - a playful integration of the scientific, the storied, and the spiritful. In so doing, Curriculum Visions asks each of us to develop our own curricular vision, based on the logic of reason, the personality and culture of society, and the awesomeness and mystery of creation.
