Curriculum Work as a Public Moral Enterprise

Häftad, Engelska, 2004

AvRubén Gaztambide-Fernández,James T. Sears

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Reflecting the current turn in curriculum work that underscores the relationship between theory and practice, this volume brings together the voices of curriculum theorists working within academic setting and practitioners working in schools and other educational settings. The book traces their collaborative work, challenging the assumption that practitioners should be only consumers of the theory produced by academics. Thus, this collection engages readers in the complicated conversation about the relationship between theory and practice, between theoreticians and practitioners. Although every author is, to some degree, a practitioner as well as a theorist, their collaboration emerges from the particular positions and identification that each assumes in the practice of their craft. From working with homeless youth to deepening one's personal commitment to antiracist pedagogy in schools, each author's experience implodes the false binary of the theory/practice dichotomy, illuminating a different dimension of the challenges therein.

Produktinformation

Utgivningsdatum2004-03-12
Mått163 x 227 x 12 mm
Vikt236 g
FormatHäftad
SpråkEngelska
Antal sidor160
FörlagBloomsbury Publishing Plc
ISBN9780742526402

Tillhör följande kategorier

Läroplaner och kursplaner inom Psykologi och pedagogik

Chapter 1 IntroductionChapter 2 The Curriculum Worker as Public Moral IntellectualChapter 3 Blurring the Borderlands: Imagining New RelationshipsChapter 4 "Show Me the Money": Collaboration and a New Politics of School KnowledgeChapter 5 Building Hope: Implementing Unification Education in a South Korean KindergartenChapter 6 Educating the Artist of the Future: Facing the Challenge of Public Arts High SchoolsChapter 7 Transformative Curriculum Leadership: Inspiring Democratic Inquiry ArtistryChapter 8 Exploring "Theatre as Pedagogy": Silences, Stories, and Sketches of OppressionChapter 9 Taking Teachers to the StreetChapter 10 It Is Not Resolved Yet: When a Louisiana French Immersion Activist Engages Postcolonial, Feminist Theory (or Vice Versa)Chapter 11 A Contemporary Praxis of CollaborationChapter 12 The Problem of the Public

Curriculum Work as a Public Moral Enterprise draws readers into a 'complicated conversation' about curriculum theory. Nine of the book's eleven chapters offer powerful examples of the learning that takes place when university-based professors and K-12 practitioners cross borders between university and school settings, blur distinctions between theory and practice, and then come together to write about learning.