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 31
... dominant class . It is an image in which the values and beliefs of the dominant class appear so correct that to reject them would be unnatural , a violation of common sense . ( McLaren , 1998 , pp . 173-175 ) . ... Hegemony in this ...
... dominant class . ... It is an image in which the values and beliefs of the dominant class appear so correct that to reject them would be unnatural , a violation of common sense . ( McLaren , 1998 , pp . 173–175 ) . Hegemony in this ...
... dominant cultural values and practices of modernity such as the emphasis on consumption over sustainable resource use , compe- tition over cooperation , and bureaucracy over authentic human interaction . For exam- ple , the Global ...
المحتوى
Introduction | 1 |
Part One Curriculum Development as a Field of Study | 15 |
to 2006 | 57 |
حقوق النشر | |
9 من الأقسام الأخرى غير ظاهرة