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|a Reconceptualizing curriculum development :
|b inspiring and informing action /
|c James G. Henderson, ...[et.al.].
|
| 250 |
|
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|a 1a. ed.
|
| 260 |
|
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|b Routledge
|a New York
|c 2015
|
| 300 |
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|a 237 p.
|
| 490 |
0 |
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|a Studies in Curriculum Theory Series
|
| 520 |
|
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|a 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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| 650 |
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|a Henderson, James G.
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