Author: Wanda Hurren Publisher: Routledge ISBN: 113618046X Category : Education Languages : en Pages : 312
Book Description
Contemplating Curriculum takes up world-renowned curricular scholar, teacher, and mentor Ted T. Aoki’s invitation to contemplate where curriculum scholars situate themselves in their work. At the same time it probes into the historical and present conditions that make it both possible and impossible to attend to this work in classrooms and communities in mindful, embodied, and aesthetic ways, both locally and globally. The book offers a strong representative sampling of contemporary thinking in the field with a focus on contemplative approaches to curriculum. In their theorizing, contributors call on literary and other mixed-genre formats, such as creative nonfiction, poetry, and essay. They acknowledge the importance of intergenerational dialogue and recognize the importance of time and place in curricular, pedagogical, and personal sense-making. These written and visual texts invite contemplation on notions of curriculum, both planned and lived, in an Aokian spirit of intertextuality.
Author: Wanda Hurren Publisher: Routledge ISBN: 1136180478 Category : Education Languages : en Pages : 230
Book Description
Contemplating Curriculum takes up world-renowned curricular scholar, teacher, and mentor Ted T. Aoki’s invitation to contemplate where curriculum scholars situate themselves in their work. At the same time it probes into the historical and present conditions that make it both possible and impossible to attend to this work in classrooms and communities in mindful, embodied, and aesthetic ways, both locally and globally. The book offers a strong representative sampling of contemporary thinking in the field with a focus on contemplative approaches to curriculum. In their theorizing, contributors call on literary and other mixed-genre formats, such as creative nonfiction, poetry, and essay. They acknowledge the importance of intergenerational dialogue and recognize the importance of time and place in curricular, pedagogical, and personal sense-making. These written and visual texts invite contemplation on notions of curriculum, both planned and lived, in an Aokian spirit of intertextuality.
Author: Erhabor Ighodaro Publisher: Nova Science Publishers ISBN: 9781626188556 Category : Languages : en Pages : 0
Book Description
This book examines the historical context of African Americans' educational experiences, and it provides information that helps to assess the dominant discourse on education, which emphasises White middle-class cultural values and standardisation of students' outcomes. Curriculum violence is defined as the deliberate manipulation of academic programming in a manner that ignores or compromises the intellectual and psychological well being of learners. Related to this are the issues of assessment and the current focus on high-stakes standardised testing in schools, where most teachers are forced to teach for the test.
Author: James Henderson Publisher: Routledge ISBN: 1317648765 Category : Education Languages : en Pages : 265
Book Description
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.
Author: Nicholas Ng-a-Fook Publisher: Routledge ISBN: 1317574273 Category : Education Languages : en Pages : 329
Book Description
Provoking Curriculum Studies pushes forward a strong reading of the theoretical and methodological innovations taking place within curriculum studies research. Addressing an important gap in contemporary curriculum studies—conceptualizing scholars as poets and the potential of the poetic in education—it offers a framework for doing curriculum work at the intersection of the arts, social theory, and curriculum studies. Drawing on poetic inquiry, psychoanalysis, phenomenology, life writing, and several types of arts-based research methodologies, this diverse collection spotlights the intellectual genealogies of curriculum scholars such as Ted Aoki, Geoffrey Milburn and Roger Simon, whose provocations, inquiries, and recursive questioning link the writing and re-writing of curriculum theory to acts of strong poetry. Readers are urged to imagine alternative ways in which professors, teachers, and university students might not only engage with but disrupt, blur, and complicate curriculum theory across interdisciplinary topographies in order to seek out blind impresses—those areas of knowledge that are left over, unaddressed by ‘mainstream’ curriculum scholarship, and that instigate difficult questions about death, trauma, prejudice, poverty, colonization, and more.
Author: Jung-Hoon Jung Publisher: Routledge ISBN: 131738461X Category : Education Languages : en Pages : 160
Book Description
The question at the heart of the book is what might an education with self-care and care-for-others look like? Juxtaposing self-understanding through the method of currere and the historical character of hakbeolism (a concept indigenous to Korea referring to a kind of social status people achieve based on a shared academic background), this book articulates how subjective reconstruction of self in conjunction with historical study can be transformative, and how this can be extended to social change. Articulating how having one’s own standard can be a way of making one’s life a work of art, the author looks at how Korean schooling exercises coercive care, disconfirmation, and the "whip of love" for the children’s own good. Emphasis is given to the internalized status of these practices in both students and teachers and to teachers’ and parents’ culpability not only in exercising but also in reproducing these practices through themselves. Going beyond describing and analysing the educational problem of academic (intellectual) achievement-oriented education based on aggressive competition, this book suggests ways to address these issues through autobiography (using the method of currere to reconstruct one’s subjectivity) and an ethic of care.
Author: Teresa Strong-Wilson Publisher: Routledge ISBN: 0429608977 Category : Education Languages : en Pages : 242
Book Description
This book collects recent and creative theorizing emerging in the fields of curriculum studies and curriculum theory, through an emphasis on provoking encounters. Drawn from a return to foundational texts, the emphasis on an ‘encountering’ curriculum highlights the often overlooked, pre-conceptual aspects of the educational experience; these aspects include the physical, emotional, and spiritual dimensions of teaching and learning. The book highlights that immediate components of one’s encounters with education—across formal and informal settings—comprise a large part of the teaching and learning processes. Chapters offer both close readings of specific work from the curriculum theory archive, as well as engagements with cutting-edge conceptual issues across disciplinary lines, with contributions from leading and emerging scholars across the field of curriculum studies. This book will be of great interest to researchers, academics and post-graduate students in the fields of curriculum studies and curriculum theory.
Author: Dominic Wyse Publisher: SAGE ISBN: 1473952727 Category : Education Languages : en Pages : 1762
Book Description
The research and debates surrounding curriculum, pedagogy and assessment are ever-growing and are of constant importance around the globe. With two volumes - containing chapters from highly respected researchers, whose work has been critical to understanding and building expertise in the field – The SAGE Handbook of Curriculum, Pedagogy and Assessment focuses on examining how curriculum is treated and developed, and its impact on pedagogy and assessment worldwide. The Handbook is organised into five thematic sections, considering: · The epistemology and methodology of curriculum · Curriculum and pedagogy · Curriculum subjects · Areas of the curriculum · Assessment and the curriculum · The curriculum and educational policy The SAGE Handbook of Curriculum, Pedagogy and Assessment’s breadth and rigour will make it essential reading for researchers and postgraduate students around the world.
Author: Carroll L. Iwasiw Publisher: Jones & Bartlett Learning ISBN: 1284180492 Category : Medical Languages : en Pages : 492
Book Description
Curriculum Development in Nursing Education, Fourth Edition provides nursing students with the theory and practical ideas necessary to develop an evidence-based, context-relevant, unified curriculum.
Author: Hongyu Wang Publisher: IAP ISBN: 1648025862 Category : Education Languages : en Pages : 237
Book Description
Creativity in the West is often perceived as “cutting edge” and “ground-breaking” in a singular act of giving birth to the new. However, to what degree has this model of breaking away from others and the world contributed to the current crisis in education, society, and ecology even before the tragic COVID-19 pandemic and responses to it? How can our reimagining of creativity contribute to the mutual flourishing of humanity and of relations between humans and the planet? Daoist creativity, based upon relationality and interdependence, has much to offer to today’s curriculum as a complicated conversation to sustain life and renew the world. Integrative, emergent, embodied, co-creative, and ecological, Daoist creativity has a built-in opening to difference through the organic relationality of Yin/Yang dynamics. This book focuses on one essential thread in Daoism—integrative creativity through organic relationality—and weaves its interplay with Western thought through multiple and intertwined dimensions of curriculum. Exploring Dao as dynamic and setting creative curriculum in motion, this book juxtaposes the notion of Wuwei and self-organization to conceptualize emergent classroom dynamics, and re-envisions the inner landscape of education through negotiating dialogues between the Jungian psyche and Daoist dynamics. Further, it explores gendered implications of Daoism to interact with feminism and formulates the pursuit of inner and outer peace through creative harmony to inform nonviolence curriculum. Synthesizing cross-cultural insights and wisdom, it provides an in-depth and intuitive understanding of the interactions between Daoist and Western creativity and elaborates a curriculum of integrative creativity for students, teachers, and their educational community. Let us all attend to the urgent call for individual and collective awakenings and for creativity that connects. Praise for Contemporary Daoism, Organic Relationality, and Curriculum of Integrative Creativity: "Hongyu Wang’s book on Daoism is a treasure. It is beautifully written and includes a diverse literature that demonstrates her impressive scholarship. She explores the relevance of Daoism’s ancient wisdom to many current issues including gender, nonviolence, peace education, as well as teaching and learning. This is an important addition to growing literature on Daoism. In a time of division we need Daoism’s cosmic perspective on how we can live peacefully and harmoniously on this earth." ~ Jack Miller The Ontario Institute for Studies in Education University of Toronto "One barrier to meaningful educational reform is our inability to imagine things differently. Wang’s study offers a set of lenses drawn from Chinese Daoism that could stimulate meaningful educational reform by envisioning a curriculum that moves beyond analytical reasoning toward more peaceful, humane, and ecologically sustainable ways of teaching, learning, and knowing. Along the way, Wang explores the links between Daoism and complexity theory and Daoism’s compatibilities and contrasts with aspects of Western philosophy, including recent scholarship on eco-feminism. Educators will be intrigued by this study of Daoism as a form of embodied curriculum that works toward the development of authentic personhood and transformative interconnectedness through an emphasis on lived experience in tandem with intellectual developmentand they will be inspired to examine and rethink their current practice." ~ Gay Garland Reed Professor Emerita, University of Hawaii "Honyu Wang’s book offers us a solution for nowadays crises like social and ecological ones, by pointing out that the integrative creativity and curriculum is the key...Her ideas are accessible and can enrich our perspective as educationists. The novelty and uniqueness of the book is that it makes a bridge between Western culture and East culture, between past and present and it is also a bridge from today to the future of the entire Earth." ~ Maria Butucea, Teacher Training Department, Technical University of Civil Engineering, Bucharest
Author: Wanda Hurren
Author: Wanda Hurren
Author: Erhabor Ighodaro
Author: James Henderson
Author: Nicholas Ng-a-Fook
Author: Jung-Hoon Jung
Author: Teresa Strong-Wilson
Author: Dominic Wyse
Author: Carroll L. Iwasiw
Author: Hongyu Wang