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Educational Experience as Lived: Knowledge, History, Alterity
In this volume, Pinar enacts his theory of curriculum, detailing the relations among knowledge, history, and alterity. The introduction is Pinar’s intellectual life history, naming the contributions he has made to understanding educational experience. Study is the center of educational experience, as he demonstrates in the opening chapter. The alterity of educational experience is evident in his conceptions of disciplinarity and internationalization, interrelated projects of historicization, dialogical encounter, and recontextualization. By reactivating the past, not by instrumentalizing the present, we can find the future, explicated in his studies of the Eight-Year Study, the Tyler Rationale, and the gendering and racialization of U.S. school reform. The interrelation of race and gender is emphasized in the chapters on Ida B. Wells and Jane Addams. The technologization of education is critiqued through analysis of the achievements of George Grant and Pier Paolo Pasolini. The educational project of subjective and social reconstruction is explored through study of Musil’s essayism, a genre that corrects the problems accompanying ethnography and created by identity politics.
Learning and the Marketplace
Using humor as a tool, Kirk seeks to make readers think about the relationship between business and education or - learning and "real life". She combines the features of a dictionary, with its alphabetically arranged entries, and an interconnected series of essays. Adept at getting her message across, she uses illustrations to provide mental resting places that invite readers to pause and reflect. At the end of each section, she provides interlocking and recurring questions to emphasize links and advance the lines of thought. Kirk assumes there is no one way to learn. She provides both abstract and concrete as well as detached and personal approaches to such issues as diversity, competitiveness and cooperation, performance appraisal and measurement, fragmentation and integration, and the relationship of learning, working, and living. Her book can be read on a variety of levels, either piecemeal or continuously. She encourages readers to self-design their own learning, whether as individuals or as members of a discussion group using the book as their base.
Chocolate Islands
In Chocolate Islands: Cocoa, Slavery, and Colonial Africa, Catherine Higgs traces the early-twentieth-century journey of the Englishman Joseph Burtt to the Portuguese colony of São Tomé and Príncipe—the chocolate islands—through Angola and Mozambique, and finally to British Southern Africa. Burtt had been hired by the chocolate firm Cadbury Brothers Limited to determine if the cocoa it was buying from the islands had been harvested by slave laborers forcibly recruited from Angola, an allegation that became one of the grand scandals of the early colonial era. Burtt spent six months on São Tomé and Príncipe and a year in Angola. His five-month march across Angola in 1906 took him fro...
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