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 36
... hope , all other questions are moot . Some religious theologies of hope defer the consummation of life and all gratification to a distant time or place after death . This is called " futuristic eschatology . " In contrast ...
... hope and realized hope : proleptic hope . Proleptic eschatology offers a way to access the strength and determination to act for justice even in the midst of personal tragedies like disease , addiction , or suicide , or amid the global ...
... hope for schools and society . This vision would remain idealized and romanti- cized were it not for the dimension of aesthetic understanding and hope called " wide - awakenness " by Maxine Greene , " fusion of horizons " by Hans ...
المحتوى
Introduction | 1 |
Part One Curriculum Development as a Field of Study | 15 |
to 2006 | 57 |
حقوق النشر | |
8 من الأقسام الأخرى غير ظاهرة