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.

The first collection of the key works of the major curriculum studies scholar William E. Doll, Jr., this volume provides an overview of his scholarship over his fifty-year career and documents the theoretical and practical contribution he has made to the field.

Covering a timespan of around ten years, this series of essays charts the theory and practice of art and art education as it relates to issues of postmodernity and poststructuralism concerning representation, identity politics, consumerism, postmodern architecture, ecology, AIDS and phallocentrism.

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.

Traces the key philosophical currents that structure traditional Anglo-American instrumental curriculum theory and Didaktik theories of curriculum which are lesser-known in the US. This book describes a different perspective - one that counters the move toward politicization and commodification. It is useful for scholars and graduate students.

This volume brings together a collection of essays that present and elaborate the deliberative tradition of curriculum theory, and examine the implications of a deliberative perspective for approaches to policy making and school systems.

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.

This text explores the German "didaktic" tradition in terms of topic, significance, reputation of authors and relevance to contemporary English-language work on curriculum and teacher education.

The first collection of the key works of the major curriculum studies scholar William E. Doll, Jr., this volume provides an overview of his scholarship over his fifty-year career and documents the theoretical and practical contribution he has made to the field.

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.

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.

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.

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.

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 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.

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?

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.

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.

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.

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.