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 79
... knowledge is contested and partial . Lather agrees with Michel Foucault ( 1972a , 1980 ) , who wrote that knowledge is an “ effect of power " ( cited in Lather , 1991 , p . 86 ) and is shaped by the interplay of language , power , and ...
... Knowledge is understood as reflecting human interests , values , and actions that are socially con- structed and directed toward emancipation and human agency ( Habermas , 1970 ) and not conformity to hegemonic master narratives ...
... knowledge , rela- tionships , and the self . Grumet sees this knowledge as evolving within human relation- ships . Particular emphasis is given to different ways of knowing and learning by scholars concerned about race and gender issues ...
المحتوى
Introduction | 1 |
Part One Curriculum Development as a Field of Study | 15 |
to 2006 | 57 |
حقوق النشر | |
9 من الأقسام الأخرى غير ظاهرة