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 69
... reflection or no sense of the con- text in which the language is being used . In the opening chapter , Tom More ... reflection here is quite important to our overall reflection on curriculum devel- opment because it is precisely this ...
... reflection . It is a kind of knowing called " praxis " : a knowing that becomes an opening to possibilities and empowerment . Greene calls it " a poem about one human being's self - formation , recaptured through a return ( in inner ...
... reflection and context . These individuals can respond to questions with the accuracy and precision of a savant , and yet display no sense of self- reflection nor a sense of the context in which the language is being used . I discussed ...
المحتوى
Introduction | 1 |
Part One Curriculum Development as a Field of Study | 15 |
to 2006 | 57 |
حقوق النشر | |
8 من الأقسام الأخرى غير ظاهرة