Books in the Studies in Curriculum Theory Series series

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.

Problematizing the "reason" of schooling as historical and political, leading international scholars bring together theory and practice to challenge the assumed common sense of schooling and the relation of society, education, and curriculum studies.

Present-day America is perceived by many as immersed in a moral crisis. This text 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 text studies queer theory in education. In his introduction, the editor outlines queer theory as it is emerging in the field of education, its significance for all scholars and teachers, and its relation to queer theory in literacy theory and more generally, in the humanities.

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.

Using cultures of curriculum as a lens, this clear, compelling text reveals and critically examines the belief systems and classroom practices of curricular orientations in contemporary American society. It is designed to foster awareness, examination, and deliberation about the curricula planned for and carried out in classrooms and schools; to inspire conversations about theory and practice as well as political, social, and moral issues; and to expand critical consciousness about approaches to curriculum and practice.

This study uses the Holocaust to raise issues of memory and representation. Marla Morris argues that history is the systematization of memory and examines the way that the Holocaust is represented in historical texts and in novels.

Addresses curriculum and teaching topics, such as mathematics, science, environmental education, social studies, language arts, and the arts curriculum. This book also sheds light on the issues that arise from inviting student-teachers and practicing teachers into the idea of curriculum of abundance.

Using "cultures of curriculum" as a lens, this clear, compelling text reveals and critically examines the belief systems and classroom practices of curricular orientations in contemporary American society.

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.

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.