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 39
... Reconceptualization . Readers of this book may also be encoun- tering this history for the first time . In fact , before entering the program at LSU , I had never heard the word " reconceptualization " used in a curriculum context . I ...
... Reconceptualized curriculum theory understands time and history as proleptic , that is , as the confluence of past , present , and future in the synthetical moment . In this sense , the Reconceptualization is an integral part of the ...
... Reconceptualization brought on its demise ( Pinar , 1988a ; Pinar et al . , 1995 ) . The many new and energetic conferences and journals noted above , and even a post - reconceptualization movement among young scholars in 2006 at Purdue ...
المحتوى
Introduction | 1 |
Part One Curriculum Development as a Field of Study | 15 |
to 2006 | 57 |
حقوق النشر | |
8 من الأقسام الأخرى غير ظاهرة