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The Curriculum Studies Reader
Grounded in historical essays, this volume provides context for the growing field of curriculum studies, reflecting on dominant trends in the field & sampling the best of current scholarship.
The Curriculum Studies Reader
In this sixth edition of David J. Flinders and Stephen J. Thornton’s ground-breaking anthology, the editors assemble the best in past and present curriculum studies scholarship. From John Dewey’s nineteenth-century creed to Nel Noddings’ provocative call to revive the spirit of the liberal arts, this thoughtful combination of well-recognized and pivotal work provides a complete survey of the discipline, coupled with concrete examples of innovative curriculum and an examination of current topics. New to this edition is a dynamic set of contemporary and historical contributions tackling issues such as high-stakes testing, multicultural literacy, white supremacy in the curriculum, and climate change. Carefully balanced to engage with the history of curriculum studies while simultaneously looking ahead to its future, The Curriculum Studies Reader continues to be the most authoritative collection in the field.
Using Educational Criticism and Connoisseurship for Qualitative Research
Using Educational Criticism and Connoisseurship for Qualitative Research develops the practical elements of educational criticism, a form of qualitative inquiry that takes its lead from the work that critics have done in fields such as the visual arts, music, literature, drama and dance. Written by leading scholars in the field of curriculum studies, and research methods, this book explores the interpretive and evaluative aspects of educational criticism, through which the educational critic offers means for understanding and attributing significance to educational events. Featuring chapter-by-chapter activities, guiding questions, and key terms, this volume addresses matters of study design, pedagogy, and trends in doing educational criticism and connoisseurship. By offering a uniquely in-depth account of this research method, Using Educational Criticism and Connoisseurship for Qualitative Research is accessible to researchers and students in curriculum and instruction, educational leadership, and higher education.
Responsive Teaching
This book provides a conceptual basis for recognizing the classroom as an ecology of linguistic and cultural patterns that should be taken into account as part of the teacher's professional decision making. It argues that the orchestration of classroom behaviour cannot be separated from the mental ecology of metaphor and thought patterns that reflect the student's primary culture. Chapters discuss the metaphorical nature of language and thought, primary socilization, nonverbal communication, framing and social control, the classroom as an ecology of power, culturally responsive supervision, and educating teachers for the 21st century - all from a cultural and linguistic point of view.
Dare the School Build a New Social Order?
George S. Counts was amajor figure in American education for almost fifty years. Republication of this early (1932) work draws special attention to Counts's role as a social and political activist. Three particular themes make the book noteworthy because of their importance in Counts's plan for change as well as for their continuing contemporary importance: (1)Counts's criticism of child-centered progressives; (2)the role Counts assigns to teachers in achieving educational and social reform; and (3) Counts's idea for the reform of the American economy.
Bringing Schools into the 21st Century
Shift happens: Emerging technologies and globalization have resulted in political, social and cultural changes. These changes have a profound impact on all aspects of human life, including education. Yet while society has changed and continues to change, schools are slow to keep up. This book explores issues related to transforming and modernizing our educational systems, including the impact of societal shifts on education, the efforts at various levels to bring schools into the 21st century, the identification of 21st century skills, the reformation of the curriculum, the creation of alternative models of schooling, the innovative use of technology in education, and many others. It address...
Fifty Modern Thinkers on Education
Looks at fifty of the twentieth century's most significant contributors to the debate on education. Each essay gives key biographical information, an outline of the individual's principal achievements and activities, an assessment of his or her impact and influence and a list of their major writings and suggested further reading.
Painting by Numbers
Ferdinand Bauer is seen by many as the greatest natural history painter of all time. Hand-picked by Joseph Banks, in 1801-1805 Bauer accompanied Matthew Flinders during his circumnavigation of Australia, and lived in New South Wales and Norfolk Island. Already celebrated in Europe for the precision and beauty of his paintings, Bauer perfected the technique of sketching and color-coding in the field, and then coloring later -- painting by numbers. This fascinating new study of Bauer's work includes reproductions of never-before-published works from collections in Europe and Australia. Written by one of the world's foremost botanical scholars, Painting by Numbers reveals Bauer's innovative color-coding technique for the first time.
Reflections and Replies
Essays by various philosphers on the work of Tyler Burge and Burge's extensive responses.
Tracing the Political
Over the past two decades politicians have delegated many political decisions to expert agencies or ‘quangos’, and portrayed the associated issues, like monetary or drug policy, as technocratic or managerial. At the same time an increasing number of important political decisions are being removed from democratic public debate altogether, leading many commentators to argue that they are part of a ‘crisis of democracy’, marking the ‘end of politics’. Tracing the political uses a broad range of international case studies to chart the politicising and depoliticising dynamics that shape debates about the future of governance and the liberal democratic state. The book is part of the New perspectives in policy and politics series, and will be an important text for students of politics and policy, as well as researchers and policy makers.
