Curriculum: Toward New Identities. Critical Education Practice, Volume 12. Garland Reference Library of Social Science, Volume 1135.

Sonst. Personen	Pinar, William F. (Hrsg.)
Titel	Curriculum: Toward New Identities. Critical Education Practice, Volume 12. Garland Reference Library of Social Science, Volume 1135.
Quelle	(1998), (391 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-8153-2522-3
Schlagwörter	Cultural Pluralism; Curriculum; Curriculum Development; Early Childhood Education; Educational Change; Educational Philosophy; Educational Trends; Elementary Secondary Education; Feminism; Higher Education; Homosexuality; Multicultural Education; Political Influences; Racial Factors; Theology + Suchen Sie Ihr Suchwort? Kulturpluralismus; Curricula; Lehrplan; Rahmenplan; Curriculum; Development; Curriculumentwicklung; Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsreform; Bildungsphilosophie; Erziehungsphilosophie; Bildungsentwicklung; Feminismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Homosexualität; Multikulturelle Erziehung; Political influence; Politischer Einfluss; Theologie
Abstract	This collection of essays draws upon research in political, feminist, theological, literary, and racial theory to examine research methodologies relating to curriculum studies. The essays are: (1) "Storying the Self: Life Politics and the Study of the Teacher's Life and Work" (Ivor F. Goodson); (2) "Curriculum, Transcendence, and Zen/Taoism: Critical Ontology of the Self" (Wen-Song Hwu); (3) "On Using the Literacy Portfolio To Prepare Teachers for 'Willful World Traveling'" (Paula M. Salvio; (4) "Unskinning Curriculum" (Dennis J. Sumara and Brent Davis); (5) "Reflections and Diffractions: Functions of Fiction in Curriculum Inquiry" (Noel Gough); (6) "Pinar's Currere and Identity in Hyperreality: Grounding the Post-Formal Notion of Intrapersonal Intelligence" (Joe L. Kincheloe); (7) "Psychoanalytic Feminism and the Powerful Teacher" (Wendy Atwell-Vasey); (8) "Early Childhood Education: A Call for the Construction of Revolutionary Images" (Gaile S. Cannella); (9) "Beyond Eurocentrism in Science Education: Promises and Problematics from a Feminist Poststructuralist Perspective" (Annette Gough); (10) "Is There a Queer Pedagogy? Or, Stop Reading Straight" (Deborah P. Britzman); (11) "Don't Ask: Don't Tell: 'Sniffing Out Queers' in Education" (Suzanne de Castell and Mary Bryson); (12) "The Uses of Culture: Canon Formation, Postcolonial Literature, and the Multicultural Project" (Cameron McCarthy); (13) "Engendering Curriculum History" (Petra Munro); (14) "Curriculum and Concepts of Control" (William E. Doll, Jr.); (15) "Curriculum as Affichiste: Popular Culture and Identity" (Alan A. Block); (16) "Models of Excellence: Independent African-Centered Schools" (Shariba Rivers and Kofi Lomotey); and (17) "Revolution and Reality: An Interview with Peter McLaren (Carmel Borg, Peter Mayo, and Ronald Sultana). (Individual chapters contain references.) (DB)
Anmerkungen	Garland Publishing, 19 Union Square, West, 8th Floor, New York, NY 10003-3382. (paperback: ISBN-0-8153-2522-3, $24.95; clothbound: ISBN-0-8153-2550-9, $70).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01