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Curriculum Work as a Public Moral Enterprise
Rubén Gaztambide-Fernández (Anthology Editor) , James T. Sears (Anthology Editor) , Jason Adams (Contributor) , Michael W. Apple (Contributor) , Joanne M. Arhar (Contributor) , Nina Asher (Contributor) , Rosie Gornik Brickman (Contributor) , Barbara Brodhagen (Contributor) , Anne R. Clark (Contributor) , Toby Daspit (Contributor) , Kevin Dodd (Contributor) , Marilyn Doerr (Contributor) , Susan Finley (Contributor) , Rubén A. Gaztambide-Fernández (Contributor) , Michelle Haj-Broussard (Contributor) , James Henderson (Contributor) , Mina Kim (Contributor) , Soo Ryeon Lee (Contributor) , J Dan Marshall (Contributor) , Morna McDermott (Contributor) , Rebecca McElfresh (Contributor) , William F. Pinar (Contributor) , Michelle D. Thomas (Contributor)
Curriculum Work as a Public Moral Enterprise
Rubén Gaztambide-Fernández (Anthology Editor) , James T. Sears (Anthology Editor) , Jason Adams (Contributor) , Michael W. Apple (Contributor) , Joanne M. Arhar (Contributor) , Nina Asher (Contributor) , Rosie Gornik Brickman (Contributor) , Barbara Brodhagen (Contributor) , Anne R. Clark (Contributor) , Toby Daspit (Contributor) , Kevin Dodd (Contributor) , Marilyn Doerr (Contributor) , Susan Finley (Contributor) , Rubén A. Gaztambide-Fernández (Contributor) , Michelle Haj-Broussard (Contributor) , James Henderson (Contributor) , Mina Kim (Contributor) , Soo Ryeon Lee (Contributor) , J Dan Marshall (Contributor) , Morna McDermott (Contributor) , Rebecca McElfresh (Contributor) , William F. Pinar (Contributor) , Michelle D. Thomas (Contributor)
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Description
Reflecting the current turn in curriculum work that underscores the relationship between theory and practice, this volume brings together the voices of curriculum theorists working within academic setting and practitioners working in schools and other educational settings. The book traces their collaborative work, challenging the assumption that practitioners should be only consumers of the theory produced by academics. Thus, this collection engages readers in the complicated conversation about the relationship between theory and practice, between theoreticians and practitioners. Although every author is, to some degree, a practitioner as well as a theorist, their collaboration emerges from the particular positions and identification that each assumes in the practice of their craft. From working with homeless youth to deepening one's personal commitment to antiracist pedagogy in schools, each author's experience implodes the false binary of the theory/practice dichotomy, illuminating a different dimension of the challenges therein.
Table of Contents
Chapter 2 The Curriculum Worker as Public Moral Intellectual
Chapter 3 Blurring the Borderlands: Imagining New Relationships
Chapter 4 "Show Me the Money": Collaboration and a New Politics of School Knowledge
Chapter 5 Building Hope: Implementing Unification Education in a South Korean Kindergarten
Chapter 6 Educating the Artist of the Future: Facing the Challenge of Public Arts High Schools
Chapter 7 Transformative Curriculum Leadership: Inspiring Democratic Inquiry Artistry
Chapter 8 Exploring "Theatre as Pedagogy": Silences, Stories, and Sketches of Oppression
Chapter 9 Taking Teachers to the Street
Chapter 10 It Is Not Resolved Yet: When a Louisiana French Immersion Activist Engages Postcolonial, Feminist Theory (or Vice Versa)
Chapter 11 A Contemporary Praxis of Collaboration
Chapter 12 The Problem of the Public
Product details
Published | 12 Mar 2004 |
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Format | Paperback |
Edition | 1st |
Extent | 160 |
ISBN | 9780742526402 |
Imprint | Rowman & Littlefield Publishers |
Dimensions | 227 x 163 mm |
Publisher | Bloomsbury Publishing |
About the contributors
Reviews
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Curriculum Work as a Public Moral Enterprise draws readers into a 'complicated conversation' about curriculum theory. Nine of the book's eleven chapters offer powerful examples of the learning that takes place when university-based professors and K-12 practitioners cross borders between university and school settings, blur distinctions between theory and practice, and then come together to write about learning.
Harvard Educational Review