Curriculum*-in-the-Making: A Post-constructivist Perspective: 5 (Critical Praxis and Curriculum Guides)

Roth, Wolff-Michael

ISBN 10: 1433124734 / ISBN 13: 9781433124730

Published by Peter Lang Publishing Inc, 2014

About this Item

Curriculum*-in-the-Making theorizes about the living curriculum as an event that is in the making, for the enacted curriculum is something finished, which, only as an object, can be compared to another object. Series: Critical Praxis and Curriculum Guides. Num Pages: 218 pages, BW, BW. BIC Classification: JH; JM; JNA; JNKC. Category: (P) Professional & Vocational. Dimension: 227 x 151 x 14. Weight in Grams: 350. . 2014. New. paperback. . . . . Books ship from the US and Ireland.

Seller Inventory # V9781433124730

Bibliographic Details

• Title: Curriculum*-in-the-Making: A Post-constructivist Perspective: 5 (Critical Praxis and Curriculum Guides)
• Publisher: Peter Lang Publishing Inc
• Publication Date: 2014
• Language: English
• ISBN 10: 1433124734
• ISBN 13: 9781433124730
• Binding: Soft cover
• Condition: New

About this title

Synopsis

Curriculum*-in-the-Making theorizes about the living curriculum as an event that is in the making, for the enacted curriculum is something finished, which, only as an object, can be compared to another object. A living curriculum, understood as an event*-in-the-making, leads to a very different appreciation of just what is happening in a classroom. Events* are understood to be in the making so we cannot know the precise nature of what we witness until after completion has been achieved. This book uses lesson fragments to develop a post-constructivist perspective on curriculum that is grounded in a phenomenological approach concerned with understanding the never-ending movement of life. This leads to radically different forms of understanding of curriculum issues such as the subject, ethics, the role of passibility and passivity, the nature of the response, and the learning paradox.

About the Author

Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science in the Faculty of Education at the University of Victoria. He conducts interdisciplinary studies of knowing and learning across the life span, often focusing on language in science and mathematics classrooms.