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 51
... future , envision possibilities , and discern where our meditative images may appear to be leading us . The next step , the analytical moment , describes the biographic present , exclusive of the past and future but inclusive of ...
... future in each present moment rather than simply getting ready for a non- existent future . When students ask teachers why they need to study algebra , for example , and the teacher replies " Because you will need it in the future ...
... future . This theology , called proleptic eschatology because the future is viewed as that which brings to completion what has already been set in motion , replaces the modern concept of time which denies the future and promotes ...
المحتوى
Introduction | 1 |
Part One Curriculum Development as a Field of Study | 15 |
to 2006 | 57 |
حقوق النشر | |
9 من الأقسام الأخرى غير ظاهرة