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
|
من داخل الكتاب
النتائج 1-3 من 29
... critique of poststructuralists , particularly Foucault , it is important to read their work not literally but ironically . In this sense , poststructural- ism shares with postmodernism a sense of the irony but perhaps has a more playful ...
... critique " ( 1988 , pp . 7-8 ) . This critique of the contradic- tions in culture allows theorists to distinguish what should be from what is . As the con- ditions of suffering are recognized and articulated , models for change will ...
... critique so that empowerment and social transformation are not rendered impotent and problematic in themselves ( Cherryholmes , 1988b ) ; meeting minimal sociocultural conditions in order to enable the realization of human interests ...
المحتوى
Introduction | 1 |
Part One Curriculum Development as a Field of Study | 15 |
to 2006 | 57 |
حقوق النشر | |
8 من الأقسام الأخرى غير ظاهرة