Book Description
First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
Author : Herbert M. Kliebard
Publisher : Psychology Press
Page : 366 pages
File Size : 10,44 MB
Release : 2004
Category : Curriculum planning
ISBN : 9780415948913
First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
Author : João M. Paraskeva
Publisher : Peter Lang Incorporated, International Academic Publishers
Page : 0 pages
File Size : 20,40 MB
Release : 2016
Category : Curriculum change
ISBN : 9781433129919
The Curriculum: Whose Internationalization? asks a series of important questions in the re-examination of the internationalization of curriculum studies. It reflects the work of the Internationalization of Curriculum Studies Task Force - created at the American Association for the Advancement of Curriculum Studies annual meeting in New Orleans in 2011 - in the context of new theoretical avenues such as the Itinerant Curriculum Theory (ICT) to help address issues related to the problematic nature of internationalization and globalization.
Author : Antonia Darder
Publisher : Routledge
Page : 318 pages
File Size : 20,23 MB
Release : 2015-12-03
Category : Education
ISBN : 1317261747
This is a timely second edition of the enormously significant book which changed how teachers and community activists view their own practice. This edition concludes with personal essays by teachers, professors, and community activists explaining the direct impact which Culture and Power in the Classroom has had on their lives. Unlike many texts that discuss educational failure, this book provides a historical context for understanding underachievement in our nation. Thoroughly revised to include the new thinking on diversity and learning, this edition includes a new chapter on assessment and the brain. This second edition will be welcomed by previous and new readers alike, and will help influence the approach of a new generation of teachers, whether they are based in schools, colleges or community centres.
Author : Ming Fang He
Publisher : SAGE Publications
Page : 971 pages
File Size : 24,81 MB
Release : 2015-06-05
Category : Education
ISBN : 1506300669
The SAGE Guide to Curriculum in Education integrates, summarizes, and explains, in highly accessible form, foundational knowledge and information about the field of curriculum with brief, simply written overviews for people outside of or new to the field of education. This Guide supports study, research, and instruction, with content that permits quick access to basic information, accompanied by references to more in-depth presentations in other published sources. This Guide lies between the sophistication of a handbook and the brevity of an encyclopedia. It addresses the ties between and controversies over public debate, policy making, university scholarship, and school practice. While tracing complex traditions, trajectories, and evolutions of curriculum scholarship, the Guide illuminates how curriculum ideas, issues, perspectives, and possibilities can be translated into public debate, school practice, policy making, and life of the general public focusing on the aims of education for a better human condition. 55 topical chapters are organized into four parts: Subject Matter as Curriculum, Teachers as Curriculum, Students as Curriculum, and Milieu as Curriculum based upon the conceptualization of curriculum commonplaces by Joseph J. Schwab: subject matter, teachers, learners, and milieu. The Guide highlights and explicates how the four commonplaces are interdependent and interconnected in the decision-making processes that involve local and state school boards and government agencies, educational institutions, and curriculum stakeholders at all levels that address the central curriculum questions: What is worthwhile? What is worth knowing, needing, experiencing, doing, being, becoming, overcoming, sharing, contributing, wondering, and imagining? The Guide benefits undergraduate and graduate students, curriculum professors, teachers, teacher educators, parents, educational leaders, policy makers, media writers, public intellectuals, and other educational workers. Key Features: Each chapter inspires readers to understand why the particular topic is a cutting edge curriculum topic; what are the pressing issues and contemporary concerns about the topic; what historical, social, political, economic, geographical, cultural, linguistic, ecological, etc. contexts surrounding the topic area; how the topic, relevant practical and policy ramifications, and contextual embodiment can be understood by theoretical perspectives; and how forms of inquiry and modes of representation or expression in the topic area are crucial to develop understanding for and make impact on practice, policy, context, and theory. Further readings and resources are provided for readers to explore topics in more details.
Author : Hamid Dabashi
Publisher : Zed Books Ltd.
Page : 315 pages
File Size : 15,71 MB
Release : 2015-04-30
Category : Philosophy
ISBN : 1783604220
'In Can Non-Europeans Think? Dabashi takes his subtle but vigorous polemic to another level.' Pankaj Mishra What happens to thinkers who operate outside the European philosophical pedigree? In this powerfully honed polemic, Hamid Dabashi argues that they are invariably marginalised, patronised and misrepresented. Challenging, pugnacious and stylish, Can Non-Europeans Think? forges a new perspective in postcolonial theory by examining how intellectual debate continues to reinforce a colonial regime of knowledge, albeit in a new guise. Based on years of scholarship and activism, this insightful collection of philosophical explorations is certain to unsettle and delight in equal measure.
Author : Henry A. Giroux
Publisher : Temple University Press
Page : 180 pages
File Size : 26,25 MB
Release : 1984-10
Category : Education
ISBN : 9780877223702
This book lays bare the ideological and political character of the positivist rationality that has been the primary theoretical underpinning of educational research in the United States. These assumptions have expressed themselves in the form and content of curriculum, classroom social relations, classroom cultural artifacts, and the experiences and beliefs of teachers and students. Have existing radical critiques provided the theoretical building blocks for a new theory of pedagogy? The author attempts to move beyond the abstract, negative characteristics of many radical critiques, which are often based on false dualisms that fail to link structure and intentionally, content and process, ideology and hegemony, etc. He also is critical of the over-determined models of socialization and the abstract celebration of subjectivity that underlies much of the false utopianism of many radical perspectives. Professor Giroux begins to lay the theoretical groundwork for developing a radical pedagogy that connects critical theory with the need for social action in the interest of individual freedom and social reconstruction. Author note: Henry A. Giroux is Assistant Professor of Education at Boston University. He is the co-editor of Curriculum and Instruction: Alternatives in Education and The Hidden Curriculum and Moral Education.
Author : Joseph J. Schwab
Publisher : University of Chicago Press
Page : 404 pages
File Size : 13,24 MB
Release : 1978
Category : Education
ISBN : 9780226741871
What is a liberal education and what part can science play in it? How should we think about the task of developing a curriculum? How should educational research conceive of its goals? Joseph Schwab's essays on these questions have influenced education internationally for more than twenty-five years. Schwab participated in what Daniel Bell has described as the "most thoroughgoing experiment in general education in any college in the United States," the College of the University of Chicago during the thirties, forties, and fifties. He played a central role in the curriculum reform movement of the sixties, and his extraordinary command of science, the philosophy of science, and traditional and modern views of liberal education found expression in these exceptionally thoughtful essays.
Author : João M. Paraskeva
Publisher : Routledge
Page : 373 pages
File Size : 24,40 MB
Release : 2017-11-20
Category : Education
ISBN : 1351378279
Towards a Just Curriculum Theory: The Epistemicide responds to a need for ‘alternative ways of thinking about alternatively’ about education and curriculum. It challenges the functionalism of both dominant and specific counter-dominant education and curriculum perspectives and in so doing suggests an Itinerant Curriculum Theory (ICT) as a new path for the field. The volume brings challenges critical educators to decolonize and to deterritorialize, providing scholars and educators a more nuanced analysis. By offering strategies to achieve a just curriculum theory, and by positioning curriculum theory to establish social and cognitive justice, this book aims to educate a more just and democratic society. With contributions from leading scholars across the field education, this volume argues that to deny the existence of any epistemological form beyond the Western mode can be a form of social fascism, which leads to an uncritical reading of history. Together, the essays offer and encourage a more deliberative, democratic engagement that seeks to contextualize and bring to life diverse epistemologies, value-sets, disciplines, theories, concepts, and experiences in education and beyond.
Author : Antonia Darder
Publisher : NYU Press
Page : 199 pages
File Size : 34,19 MB
Release : 2004-08
Category : Political Science
ISBN : 081478268X
Further investigations of what race and racism mean in America.
Author : Antonia Darder
Publisher : Routledge
Page : 788 pages
File Size : 25,14 MB
Release : 2017-09-25
Category : Education
ISBN : 1351562533
Carefully curated to highlight research from more than twenty countries, the International Critical Pedagogy Reader introduces the ways the educational phenomenon that is critical pedagogy are being reinvented and reframed around the world. A collection of essays from both historical and contemporary thinkers coupled with original essays, introduce this school of thought and approach it from a wide variety of cultural, social, and political perspectives. Academics from South America, Europe, Africa, the Middle East, Asia, and North America describe critical pedagogy’s political, ideological, and intellectual foundations, tracing its international evolution and unveiling how key scholars address similar educational challenges in diverse national contexts. Each section links theory to critical classroom practices and includes a list of sources for further reading to expand upon the selections offered in this volume. A robust collection, this reader is a crucial text for teaching and understanding critical pedagogy on a truly international level. Winner of the 2016 Alpha Sigma Nu Book Award