Curriculum Development in the Postmodern EraRoutledge, 2006 - 330 من الصفحات This landmark text was one of the first to introduce and analyze contemporary concepts of curriculum that emerged from the Reconceptualization of curriculum studies in the 1970s and 1980s. This new edition brings readers up to date on the major research themes (postmodernism,ecological, hermeneutics, aesthetics and arts-based research, race, class, gender, sexuality, and classroom practices) within the historical development of the field from the 1950s to the present. Like the previous editions, it is unique in providing a comprehensive overview in a relatively short and highly accessible text. Provocative and powerful narratives (both biography and autoethnography) throughout invite readers to engage the complex theories in a personal conversation. School-based examples allow readers to make connections to schools and society, teacher education, and professional development of teachers. Changes in the Third Edition
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من داخل الكتاب
النتائج 1-3 من 86
... becoming that which he or she has not yet been but is capable of becoming . The various disciplines become part of the form and content , and a congruence is achieved . The congruence of form and content is not only a phenomenological ...
... become ridged and closed . She writes : [ I ] call for the study of how we are normalized , how we are embedded within total institu- tions and how we engage in and negotiate the production of legitimate knowledge . This embeddedness ...
... becoming , for human conscious- ness can never be static . Sartre , too , argues that human consciousness ( being - for - itself ) can never become a substance or an objective thing ( being - in - itself ) , and this is why dialogic ...
المحتوى
Introduction | 1 |
Part One Curriculum Development as a Field of Study | 15 |
to 2006 | 57 |
حقوق النشر | |
8 من الأقسام الأخرى غير ظاهرة