Books in the Studies in Curriculum Theory Series series

Explores how all types of fiction yield insights for educational theory and practice. Drawing on curriculum theory, literary analysis, psychology and feminism, the author argues that fiction has great teaching power as it connects readers with their alliances within themselves.

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.

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.

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.

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.

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 volume considers study and studying from a range of perspectives, countering dominant educational discourses, which place heavy emphasis on learning and instruction.

This book brings together Carl Leggös most significant contributions to the fields of curriculum studies, English language arts, literature and literacy, poetry and arts education over the past 30 years. Organized around three thematic sections, the collection highlights his work across inter-related fields of inquiry.

Explores the relationship between the purposes of education and the notion of an American identity and morality rooted in the Puritan concept of an "errand into the wilderness."

This collection honors Rita L. Irwin¿s well-known contribution of a/r/tography to curriculum studies in the form of arts based educational research.

Examining the Walt Disney Company's historical development and contemporary manifestations, this book critiques and deconstructs its products and perspectives while providing insight into its operations within popular culture and everyday life in the United States and beyond.

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.

Examining the Walt Disney Company's historical development and contemporary manifestations, this book critiques and deconstructs its products and perspectives while providing insight into its operations within popular culture and everyday life in the United States and beyond.

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.

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.

Conceptualizing scholars as poets and the potential of the poetic in education, this volume explores theoretical and methodological innovations taking place within curriculum studies research at the intersection of the arts, social theory, and curriculum studies.

Addressing studying as a distinct educational concept and phenomenon in its own right, this volume considers study and studying from a range of perspectives, countering dominant educational discourses, which place heavy emphasis on learning and instruction. It highlights the significance of study not only, or even primarily, for its educational outcome, but as a human activity.

Uses the Holocaust to raise issues of memory and representation; argues that history is the systematization of memory. Examines the way the Holocaust gets represented in historical texts and in novels.

Highlighting Rita L. Irwin's significant work in the fields of curriculum studies and arts education, this collection honors her well-known contribution of a/r/tography to curriculum studies in the form of arts based educational research and, beyond this, her contributions towards understanding the inseparability of making, knowing, and being.

In this text Jardine, Clifford, and Friesen set forth their concept of curriculum as abundance and illustrate its pedagogical applications through specific examples of classroom practices; the work of specific children; and specific dilemmas, imag

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.

Conceptualizing scholars as poets and the potential of the poetic in education, this volume explores theoretical and methodological innovations taking place within curriculum studies research at the intersection of the arts, social theory, and curriculum studies.

Trajectories in the Development of Modern School Systems provides a comprehensive theoretical and empirical critique of the reform movements that seek to homogenize schooling around the world.

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?