Engaging curriculum : bridging the curriculum theory and English education divide
Author(s)
Bibliographic Information
Engaging curriculum : bridging the curriculum theory and English education divide
(Studies in curriculum theory / William F. Pinar, series editor)
Routledge, 2019
- : pbk
Available at 2 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references and index
Description and Table of Contents
Description
Explicitly linking curriculum inquiry to English education via recurring themes of representation, democracy and knowledge, this book is a call for both researchers and practitioners to engage with curriculum, explicitly and deliberatively, as both a concept and a question. The approach is broadly conceptual and constitutes an exercise in theoretical and philosophical inquiry. While deeply informed by North American debates and developments, this book offers a distinctive counterpoint and a strategically 'ex-centric' perspective, being equally informed by the curriculum scene in Australia, as well as the UK and elsewhere. Divided into two sections, this book first addresses matters of general curriculum inquiry, while the second turns more specifically to English teaching and to associated questions of language, literacy and literature in L1 education. Green brings the two together through a critical examination of the Australian national curriculum, especially in its implications and challenges for English teaching, and with due regard for the project of transnational curriculum inquiry.
Table of Contents
- Introduction: Engaging Curriculum? Section I 1. Rethinking the Representation Problem in Curriculum Inquiry 2. Curriculum, Representation, Democracy 3. Addressing the Curriculum Problem in Doctoral Education 4. From Communication Studies to Curriculum Inquiry? 5. Curriculum AND Pedagogy? A Complicated Conversation 6. Teaching for Difference: Learning Theory and Post-Critical Pedagogy Section II 7. Still Insisting on the Letter? Literacy Studies and Curriculum Inquiry 8. Reviving Rhetoric? English Teaching, the Literacy Challenge, and Curriculum Change 9. Curriculum, 'English' and Cultural Studies
- or, Changing the Scene of English Teaching 10. A Question of Value: English Teaching, Cultural Studies, Curriculum Inquiry 11. English Teaching, the Knowledge Question and the National Curriculum 12. English in the Australian Curriculum: An 'Exceptional' Subject? Afterword: English Teaching as Curriculum Inquiry
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