| Description |
1 online resource (264 pages) |
| Series |
Studies in curriculum theory |
|
Studies in curriculum theory.
|
| Contents |
A new curriculum development : inspiration and rationale / James G. Henderson -- Teaching for holistic understanding : inspirational events in study and practice / Daniel J. Castner -- Embodying holistic understanding : democratic being in trying times / Jennifer L. Schneider -- Sowing holistic understanding : building a disciplinary community / Christine Fishman -- Deliberative conversation : cross-paradigm critique and negotiation / Wendy Samford -- Deliberative conversation : possibilities of equity in everyday schooling / Boni Wozolek -- Deliberative conversation : consciousness-raising for democratic interdependence / Beth A. Bilek-Golias -- Deliberative conversation : inspiring teaching through mythopoetic inspiration / Petra Pienkosky Moran -- Lead-learning stories : a narrative montage / Jen Griest, Jennifer L. Schneider, Susan School, Konni Stagliano -- Generative leadership : protecting the good work / Catherine E. Hackney -- Build it and they will come : a cross-cultural conversation on lead-learning possibilities and challenges / Tero Autio, Aboudou Hamidou Berthé, Donna Adair Breault, Rosemary Gornik, Thomas E. Kelly, Kauko Komulainen, Wen-Ling Lou |
| Summary |
"Reconceptualizing Curriculum Development provides accessible, clear guidance on curriculum problem solving and educational leadership through the practice of a synoptic curriculum study. This practice integrates three influential interpretations of curriculum--curriculum as deliberative artistry, curriculum as complicated conversation, and curriculum as currere--with John Dewey's lifetime work on reflective inquiry. At its heart, the book advances a way of studying as a way of living with reference to the question: How might I live as a democratic educator? The study guidance is organized as an open-ended scaffolding of three embedded reflective inquiries informed by four deliberative conversations. Study recommendations are provided by a carefully selected team. The field-tested study-based approach is illustrated through a multi-layered, multi-voiced narrative collage of four experienced teachers' personal journeys of understanding in a collegial study context. Applying William Pinar's argument that a "conceptual montage" enabling teachers to lead complicated conversations should be the focus for curriculum development in the field's current 'post-reconceptualist' moment, the book moves forward the educational aim of facilitating a holistic subject/self/social understanding through the practice of a balanced hermeneutics of suspicion and trust. It closes with a discussion of cross-cultural collaboration and advocacy, reflecting the interest of curriculum scholars in a wide range of countries in this study-based, lead-learning approach to curriculum development"-- Provided by publisher |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
Curriculum planning.
|
|
EDUCATION -- Curricula.
|
|
Curriculum planning
|
| Form |
Electronic book
|
| Author |
Henderson, James, 1945- editor.
|
| ISBN |
9781317648765 |
|
1317648765 |
|
9781322435268 |
|
132243526X |
|
9781315762593 |
|
1315762595 |
|
9781317648758 |
|
1317648757 |
|
9781317648741 |
|
1317648749 |
|
