Reconceptualizing Curriculum Development : Inspiring and Informing Action
Language: English
Published by Routledge, 2017
- Softcover
- New
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
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nach der Bestellung gedruckt Neuware - Printed after ordering - This text 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.
Seller Inventory # 9781138809444
- Title
- Reconceptualizing Curriculum Development : Inspiring and Informing Action
- Author
- And Colleagues
- Publisher
- Routledge
- Publication year
- 2017
- Condition
- Neu
- Binding
- Taschenbuch
- Language
- English
- ISBN 10
- 1138809446
- ISBN 13
- 9781138809444
- Item weight
- 390 grams
- Dimensions
- 229x152x14 mm
- Series
- Book 28 of 88: Studies in Curriculum Theory
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.
"Synopsis" may belong to another edition of this title.
About the Author
James G. Henderson is Co-Coordinator, Teacher Leader Endorsement Program, Kent State University, USA.
"About the title" may belong to another edition of this title.
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