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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... believe that the sacred is somehow separated from the profane . Dewey ( 1934a ) wrote : " The actual religious quality in the experience described is the effect produced , the better adjustment in life and its condition , not in the ...
... believe that prayer and other observances should be allowed in our public schools , others who believe that school is not the place for any discussion of reli- gion , and still others who believe that a sensitive examination of religion ...
... believe that the 1973 decision was mistaken because it removed the decision - making authority on abortion from the individual states . Others believe that Roe was a victory for the individual freedom of all U.S. women to consult ...
المحتوى
Introduction | 1 |
Part One Curriculum Development as a Field of Study | 15 |
to 2006 | 57 |
حقوق النشر | |
8 من الأقسام الأخرى غير ظاهرة