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 67
... language ; it is what must already be assumed . Inten- tion comes first , and meaningful language follows . Is it possible then for any hermeneut to be a textualist if a text cannot be created without purpose and intention ? Or can a ...
... language as the medium through which structures will reveal themselves . Language becomes the field of investi- gation for structuralism . This " linguistic turn " is credited to the theory of Ferdinand de Saussure , who had a broad ...
... language , especially as language reflects and influences worldviews . Educators in the postmodern era are not reticent about engaging both poststructuralists and construc- tivists , males and females , and a diversity of all people of ...
المحتوى
Introduction | 1 |
Part One Curriculum Development as a Field of Study | 15 |
to 2006 | 57 |
حقوق النشر | |
9 من الأقسام الأخرى غير ظاهرة