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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... metanarratives . What are these metanarratives ? For Lyotard , they are unified historical narratives and overarch- ing philosophies of history . Examples would be the Enlightenment concept of the grad- ual but steady progress of reason ...
... metanarratives do not problematize their own legitimacy , and thus they attempt to order history logically according to the preconceived modern notions of totality as reflected in patriarchal , technological , colonial , anthropocentric ...
... metanarratives cannot present metanarratives that are neutral politically , theologically , racially , sexually , and culturally . History , like knowl- edge , is constructed in social and cultural contexts . Curriculum development in ...
المحتوى
Introduction | 1 |
Part One Curriculum Development as a Field of Study | 15 |
to 2006 | 57 |
حقوق النشر | |
8 من الأقسام الأخرى غير ظاهرة