Troubling curriculum. Living the margins of curriculum and instruction.

Autor/in	Kirshner, David
Titel	Troubling curriculum. Living the margins of curriculum and instruction.
Quelle	Aus: Hendry, Petra Munro (Hrsg.); Quinn, Molly (Hrsg.); Mitchell, Roland W. (Hrsg.); Bach, Jacqueline (Hrsg.): Curriculum histories in place, in person, in practice. The Louisiana State University Curriculum Theory Project. New York, NY: Routledge (2023) S. 62-69 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Studies in curriculum theory series
Beigaben	Literaturangaben S. 67-69
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-1-000-86076-4; 978-1-000-86077-1; 978-1-003-34902-0; 978-1-032-39009-3; 978-1-032-39251-6
DOI	10.4324/9781003349020-6
Schlagwörter	Bildungsforschung; Curriculum; Curriculumentwicklung; USA
Abstract	LSU's Department of Curriculum & Instruction is a marriage between two educational approaches or paradigms reflected in the labels, curriculum and instruction. Instruction reflects technologies of education, material, or theoretical technologies that derive practices of teaching instrumentally through a logic of implication. Curriculum reflects the spontaneity and immediacy of human relationship; theory serves curriculum as it enhances and promotes the openness of student and teacher to creative exploration of self, other, and content. This chapter is an account of my meanderings within the margins of these two educational frames.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1