Reconceptualizing Curriculum Development: Inspiring and Informing Action (Studies in Curriculum Theory Series) - Softcover
Book 28 of 88: Studies in Curriculum Theory
Synopsis
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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About the Author
James G. Henderson is Co-Coordinator, Teacher Leader Endorsement Program, Kent State University, USA.
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Paperback. Condition: new. Paperback. 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 curriculumcurriculum as deliberative artistry, curriculum as complicated conversation, and curriculum as currerewith John Deweys 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 Pinars argument that a "conceptual montage" enabling teachers to lead complicated conversations should be the focus for curriculum development in the fields 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. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Seller Inventory # 9781138809444
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