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This book contributes to the contemporary revival of pragmatism as a practical and ultimately, as Mayer argues, necessary philosophical stance within democratic schools.
This unique collection of essays from emerging and established curriculum theory scholars documents individuals' personal encounters and lingering interactions with Ted T. Aoki and his scholarship. The work illuminates the impact of Aoki's lifework both theoretically and experientially.
Not to be conflated with systems of accountability, this book examines responsibility as a subject of educational inquiry.
This book presents a new conceptualisation of the idea of legacy in a family business setting as an educational experience of teaching and learning between generations.
This book engages with the writings of W.G. Sebald, mediated by perspectives drawn from curriculum and architecture, to explore the theme of unsettling complacency and confront difficult knowledge around trauma, discrimination and destruction.
This volume showcases a series of chapters which elaborate on Mary Aswell Doll's contributions to the field of curriculum theory through her examination of currere as a mythopoetics.
This collection of multi/inter-disciplinary essays explores the transformative potential of Ashwani Kumar's work on meditative inquiry - a holistic approach to teaching, learning, researching, creating, and living - in diverse educational contexts.
This unique collection of essays from emerging and established curriculum theory scholars documents individuals' personal encounters and lingering interactions with Ted T. Aoki and his scholarship. The work illuminates the impact of Aoki's lifework both theoretically and experientially.
This volume uncovers the colonial epistemologies which have long dominated the transfer of curriculum knowledge across nation states, and demonstrates how a historical approach to uncovering epistemological colonialism can inform an alternative, relational mode of knowledge transfer and negotiation within curriculum studies research.
This volume highlights lived experiences, personal inspirations, and motivations, which have generated scholarship, and influenced the research and teaching of scholars in the field of curriculum studies.
This edited volume extends ecological approaches to curriculum theory by recognizing and building on the contributions of the late Chet A. Bowers to curriculum and ecological studies globally.
This book collects recent and creative theorizing emerging in the fields of curriculum studies and curriculum theory, through an emphasis on provoking encounters.
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.
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