Reconceptualizing curriculum development : inspiring and informing action
著者
書誌事項
Reconceptualizing curriculum development : inspiring and informing action
（Studies in curriculum theory / William F. Pinar, series editor）
Routledge, 2015
- : hbk
- : pbk
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注記
Includes bibliographical references (p. [209]-227) and index
内容説明・目次
内容説明
Reconceptualizing Curriculum Development provides accessible, clear guidance on curriculum problem solving and educational leadership through the practice of a synoptic curriculum study. This practice integrates three influential interpretations of curriculum-curriculum as deliberative artistry, curriculum as complicated conversation, and curriculum as currere-with John Dewey's lifetime work on reflective inquiry. At its heart, the book advances a way of studying as a way of living with reference to the question: How might I live as a democratic educator?
The study guidance is organized as an open-ended scaffolding of three embedded reflective inquiries informed by four deliberative conversations. Study recommendations are provided by a carefully selected team. The field-tested study-based approach is illustrated through a multi-layered, multi-voiced narrative collage of four experienced teachers' personal journeys of understanding in a collegial study context. Applying William Pinar's argument that a "conceptual montage" enabling teachers to lead complicated conversations should be the focus for curriculum development in the field's current 'post-reconceptualist' moment, the book moves forward the educational aim of facilitating a holistic subject/self/social understanding through the practice of a balanced hermeneutics of suspicion and trust. It closes with a discussion of cross-cultural collaboration and advocacy, reflecting the interest of curriculum scholars in a wide range of countries in this study-based, lead-learning approach to curriculum development.
目次
Contents
Foreword (William F. Pinar)
Preface (James G. Henderson)
Chapter 1-A New Curriculum Development: Inspiration and Rationale (James G. Henderson)
Part I: Lead-Learning Invitations (James G. Henderson)
Chapter 2-Teaching for Holistic Understanding: Inspirational Events in Study and Practice (Daniel J. Castner)
Chapter 3-Embodying Holistic Understanding: Democratic Being in Trying Times (Jennifer L. Schneider)
Chapter 4-Sowing Holistic Understanding: Building a Disciplinary Community (Christine Fishman)
Chapter 5-Deliberative Conversation: Cross-Paradigm Critique and Negotiation (Wendy Samford)
Chapter 6-Deliberative Conversation: Possibilities of Equity in Everyday Schooling (Boni Wozolek)
Chapter 7-Deliberative Conversation: Consciousness-Raising for Democratic Interdependence (Beth A. Bilek-Golias)
Chapter 8-Deliberative Conversation: Inspiriting Teaching through Mythopoetic Inspiration (Petra Pienkosky Moran)
Part II: Collegial Stories and Commentary (James G. Henderson)
Chapter 9-Lead-Learning Stories: A Narrative Montage (Jen Griest, Jennifer L. Schneider, Susan School, & Konni Stagliano)
Chapter 10-Generative Leadership: Protecting the Good Work (Catherine E. Hackney)
Chapter 11-Build It and They Will Come: A Cross-Cultural Conversation on Lead-Learning Possibilities and Challenges (Tero Autio, Aboudou Hamidou Berthe, Donna Adair Breault, Rosemary Gornik, Thomas E. Kelly, Kauko Komulainen, & Wen-Ling Lou)
About the Book's Collaborative Team
References
Index
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