Reconceptualizing Curriculum Development: Inspiring and Informing Action Contributor(s): Henderson, James (Editor), And Colleagues (Editor) |
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ISBN: 1138809446 ISBN-13: 9781138809444 Publisher: Routledge OUR PRICE: $65.50 Product Type: Paperback - Other Formats Published: February 2017 |
Additional Information |
BISAC Categories: - Education | Curricula - Education | Aims & Objectives - Education | Philosophy, Theory & Social Aspects |
Dewey: 375.001 |
Series: Studies in Curriculum Theory |
Physical Information: 0.56" H x 6" W x 9" (0.79 lbs) 264 pages |
Descriptions, Reviews, Etc. |
Publisher 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. |