Books in the Studies in Curriculum Theory Series series

This book takes up curricular scholar, teacher, and mentor Ted T. Aoki's invitation to contemplate where curriculum scholars situate themselves in their work and to probe into the conditions that make it both possible and impossible to work in classrooms and communities in mindful and ways.

This book collects recent and creative theorizing emerging in the fields of curriculum studies and curriculum theory, through an emphasis on provoking encounters.

Bringing together scholars, public intellectuals, and activists from across the field of education, this handbook explores and maps the terrain of this field. It helps readers learn about the history and scope of the concept and practices of public pedagogy. What is 'public pedagogy'? What theories, research, aims, and values inform it?

Bringing together scholars, public intellectuals, and activists from across the field of education, this handbook explores and maps the terrain of this field. It helps readers learn about the history and scope of the concept and practices of public pedagogy. What is 'public pedagogy'? What theories, research, aims, and values inform it?

Outlines a cosmopolitan curriculum focused on passionate lives in public service. This title provides one set of answers to how the field accepts and attends to the inextricably interwoven relations among intellectual rigor, scholarly erudition, and intense but variegated engagement with the world.

What comes after the reconceptualization of curriculum studies? What is the contribution of the next wave of curriculum scholars? This book speaks to these questions and extends the conversation on various directions in curriculum studies through the work of 24 scholars who explore the moment in curriculum studies.

What comes after the reconceptualization of curriculum studies? What is the contribution of the next wave of curriculum scholars? This book speaks to these questions and extends the conversation on various directions in curriculum studies through the work of 24 scholars who explore the moment in curriculum studies.

Offers interdisciplinary ways to understand the educational reforms underway in urban education, teaching, and teacher education, and their impact on what it means to teach. This title maps the totality of the transformation and takes into account the constellation of forces shaping it. It is suitable for researchers, students, and professionals.

Teachers read children's books, but that reading is often done as a 'teacher' - that is, as planning for instruction - rather than as a 'reader' engaged with the text. This title models the kind of thinking about teaching and learning - the sort of curriculum theorizing - accomplished through teachers' interactions with the materials of teaching.

Introduces a dialogue between Eastern and Western philosophies and perspectives on the subject of curriculum theory and practice. This book questions taken-for-granted thinking in Western educational thought about the foundations of teaching and learning, curriculum theory, educational policy, and educational issues.

Models the kind of thinking about teaching and learning accomplished through teachers' interactions with the everyday materials of teaching. This book starts with children's books, branches out into other youth culture texts, and subsequently to thinking about everyday life itself.

A collection of essays on the theory of education are featured in this volume, which portray the author's influence in a number of areas, including the political, phenomenological, the aesthetic, and the theological.

This text 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?

This book takes up curricular scholar, teacher, and mentor Ted T. Aoki¿s invitation to contemplate where curriculum scholars situate themselves in their work and to probe into the conditions that make it both possible and impossible to work in classrooms and communities in mindful and ways.

Informed by William F. Pinar's conceptualization of curriculum as currere, Johnson-Mardones reconsiders curriculum as an international conversation and advances an intercultural dialogue among educational traditions to put forth a more comprehensive and inclusive theory of curriculum.

Advancing our understanding and conversation of existing problems and possibilities in education, this collection serves as both an homage to Doll and a call for action and consideration of what matters in education.

Addresses the negative consequences of labeling and separating education for students with "disabilities," the cultural biases inherent in the way that we view children's learning difficulties, the social construction of disability, the commercialization of special education, and related issues.

Carrying through the major focus of the 2004 edition-to reflect on the influence of Deleuze and Guattari's concept of "lines of flight" and its application to curriculum theorizing-this volume explores how lines of flight have since shifted and produced expanded understandings for curriculum theory and for education in general.

Carrying through the major focus of the 2004 edition-to reflect on the influence of Deleuze and Guattari's concept of "lines of flight" and its application to curriculum theorizing-this volume explores how lines of flight have since shifted and produced expanded understandings for curriculum theory and for education in general.

Informed by William F. Pinar's conceptualization of curriculum as currere, Johnson-Mardones reconsiders curriculum as an international conversation and advances an intercultural dialogue among educational traditions to put forth a more comprehensive and inclusive theory of curriculum.