Reconceptualizing curriculum development : inspiring and informing action /

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Bibliographic Details
Imprint:New York : Routledge, 2015.
Description:xxvi, 237 pages ; 24 cm.
Language:English
Series:Studies in curriculum theory
Studies in curriculum theory.
Subject:Curriculum planning.
EDUCATION -- Curricula.
EDUCATION -- Aims & Objectives.
EDUCATION -- Philosophy & Social Aspects.
Curriculum planning.
Format: Print Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/10117225
Hidden Bibliographic Details
Other authors / contributors:Henderson, James, 1945- editor, author.
ISBN:9780415704274
0415704278
Notes:Includes bibliographical references and index.
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"--
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