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Curriculum Studies in China
Scholars from three continents collaborate to create a truly global understanding of curriculum in the world's most populous country. This book discusses major topics in curriculum studies in China and shows how Chinese scholars understand their field's history, circumstances, and place in a globalized world.
The Reconceptualization of Curriculum Studies
In this volume scholars from around the world consider the influential work of William F. Pinar from a variety of "conversations" his ideas have generated. The major focus is on the What, Why, and How of the word "reconceptualization," which involves engaging critically and ethically as public intellectuals with gender, class, and race issues theorized in a variety of disciplines. The book introduces Pinar’s seminal argument for curriculum to return to its root in the word currere (the running of the course of study) and its key concepts: autobiography as alternative to the denial of subjectivity in traditional curriculum studies, study, and place. Issues addressed include the ethics of study both of self and of the discipline of curriculum studies, the politics of presence, the curricular importance of entering the public sphere, the openness to complicating simple solutions, and the ethical dealing with alterity (the state of being other or different; otherness).
International Conversations on Curriculum Studies
This collection of essays from the most prominent scholars in the field of curriculum studies paint an intellectually rich palette of the present state of curriculum research across the countries and continents when the traditionally prevailed national imaginaries give increasingly way to transnational, international, and postnational impulses. The main parameters of education, subjectivity and its belonging, is shifting by employing the contradictory and broader issues around the question of nation and nation-state as well as around its traditional educational counterpart, the psychologized individual, both radically reinterpreted by post- and rereadings of old educational and social canons...
The SAGE Handbook of Curriculum, Pedagogy and Assessment
The research and debates surrounding curriculum, pedagogy and assessment are ever-growing and are of constant importance around the globe. With two volumes - containing chapters from highly respected researchers, whose work has been critical to understanding and building expertise in the field – The SAGE Handbook of Curriculum, Pedagogy and Assessment focuses on examining how curriculum is treated and developed, and its impact on pedagogy and assessment worldwide. The Handbook is organised into five thematic sections, considering: · The epistemology and methodology of curriculum · Curriculum and pedagogy · Curriculum subjects · Areas of the curriculum · Assessment and the curriculum · The curriculum and educational policy The SAGE Handbook of Curriculum, Pedagogy and Assessment’s breadth and rigour will make it essential reading for researchers and postgraduate students around the world.
International Handbook of Curriculum Research
Continuing its calling to define the field and where it is going, the Second Edition of this landmark handbook brings up to date its comprehensive reportage of scholarly developments and school curriculum initiatives worldwide, providing a panoramic view of the state of curriculum studies globally. Its international scope and currency and range of research and theory reflect and contribute significantly to the ongoing internationalization of curriculum studies and its growth as a field worldwide. Changes in the Second Edition: Five new or updated introductory chapters pose transnational challenges to key questions curriculum research addresses locally. Countries absent in the First Edition are represented: Chile, Colombia, Cypress, Ethiopia, Germany, Iran, Luxembourg, Nigeria, Peru, Poland, Portugal, Singapore, South Africa, Spain, and Switzerland. 39 new or updated chapters on curriculum research in 34 countries highlight curriculum research that is not widely known in North America. This handbook is an indispensable resource for prospective and practicing teachers, for curriculum studies scholars, and for education students around the world.
[gamerover]
A political, poetic excavation of the human landscape, charting the history of geography through the historic movement of its residents' bodies and complicated habits. Through intertextual intervention, this anti-linear collection reconceives the archives of Phoenix, Arizona to create a counter-map of the city and its trajectories of supremacist violence. [gamerover] tracks trajectories of colonial enterprizes, from the Arizona State Fair to the World's Columbian Exposition in Chicago to the Tornillo Detention Center in Texas, investigating the oppressions of each imperial form in spaces of recreation, exhibition, and spectacle. Understanding the landscape as an ever-moving hypertext, these poems challenge entrenched means of representation, uses of public space, and positions of witness.
Network Learning for Educational Change
Annotation.
Subjectivity, Curriculum, and Society
In this book Tero Autio traces not only the key philosophical currents that structure traditional Anglo-American instrumental curriculum theory and Didaktik theories of curriculum which are lesser-known in the U.S., but also the divide between them and, implicitly, the opportunities for traversing this divide. Using careful historical and theoretic
Social Change and Adult Education Research
This yearbook contains papers that provide the reader with a general idea of the aspects and issues that interest Nordic researchers today and how they approach these problems. To provide a more uniform picture of the status of adult education in the different Nordic countries, four brief general surveys begin the book: "Adult Education Research in Denmark" (Bjarne Wahlgren); "Adult Education Research in Finland" (Jukka Tuomisto); "Adult Education Research in Norway" (Anna Gullichsen); and "Adult Education Research in Sweden" (Maj Klasson). Papers on Denmark include the following: "Participants' Outcome of Courses for Long-Term Unemployed" (Vibe Aarkrog, Bjarne Wahlgren); "General Qualificat...
