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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النتائج 1-3 من 81
... meaning of the text as it exists apart from anyone's intention . According to Scalia , it is what is said , not what is meant that is the object of our inquiry . The problem is that there is no such object . Suppose that you are looking ...
... meaning of language and the relationship between signs , symbols , and historical representation , critiques hidden assumptions , uncovers excluded meanings , and deconstructs linguistic interpretations . Both texts and con- texts ...
... meaning is constituted . This emerging understanding of critical semiotics challenges Augustine's literal meaning of signs . In postmodern semiotics the " sign " may point to nothing , or it may point to many " things " simultaneously ...
المحتوى
Introduction | 1 |
Part One Curriculum Development as a Field of Study | 15 |
to 2006 | 57 |
حقوق النشر | |
8 من الأقسام الأخرى غير ظاهرة