Curriculum Windows

Curriculum Windows: What Curriculum Theorists of the 1990s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1990s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 1990s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1990s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? The chapter authors and editor revisit and interpret several of the most important works in the curriculum field of the 1990s. The book's Foreword is by renowned curriculum theorist William H. Schubert.

Curriculum Windows Redux: What Curriculum Theorists Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists in contemporary terms. The authors explore how key books/authors from the curriculum field illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in these curriculum texts still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? The authors complete the Curriculum Windows series with this 7th book, Redux, providing a scholarly view of 33 books that should have been treated in the first 6 books based on the decades of the 1950s-2000s. The book's Foreword is by renowned curriculum theorist William H. Schubert.

Curriculum Windows: What Curriculum Theorists of the 1950s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1950s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 1950s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1950s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? The chapter authors and editors revisit and interpret several of the most important works in the curriculum field of the 1950s. The book's Foreword is by renowned curriculum theorist William H. Schubert.

Curriculum Windows: What Curriculum Theorists of the 1960s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1960s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 1960s illuminate new possibilities forward for us as scholareducators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1960s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? The chapter authors and editor revisit and interpret several of the most important works of the 1960s by Louise Berman, Jerome Bruner, WEB DuBois, Elliot Eisner, John Goodlad, James Herndon, John Holt, Philip Jackson, Herb Kohl, Robert Mager, A.S. Neill, Philip Phenix, Neil Postman. Joseph Schwab, Hilda Taba, and Sidney Walton. The book's Foreword is by renowned curriculum theorist William H. Schubert.

Curriculum Windows: What Curriculum Theorists of the 2000s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 2000s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 2000s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 2000s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? The chapter authors and editors revisit and interpret several of the most important works in the curriculum field of the 2000s. The book's Foreword is by renowned curriculum theorist William H. Schubert.

This powerful book helps teachers redefine an inclusive curriculum by questioning what is taught, how it is taught, to whom, and under what conditions and by offering a wealth of challenging, open-ended pursuits.

The essays in this volume bring together leading-edge scholars to illuminate the work of William E. Doll, Jr., as a key curriculum thinker of global impact, and introduce his work and influence to new generations of scholars, teachers, and students of education. Drawing on their individual contexts, contributors cover a range of topics and themes, including engagement with pragmatism, the work of John Dewey, and the inclusion of post-modern, chaos, and complexity theories to education and curriculum. Advancing our understanding and conversation of existing problems and possibilities in education, this collection serves as both an homage to Doll and a call for action and consideration of what matters in education.

This book builds upon Louise Berman’s late 20th-century framing of life processes to inform school curriculum, by proposing a new curriculum project that extends and reframes Berman in and beyond schooling. Using the well-established curriculum theorizing method, currere, the author focuses on seven life processes, including knowing, loving, losing, growing, forgiving, relating, and hoping. Each of these is approached using currere-oriented, autobiographical fragments – stories from the author’s own lived experiences in education and life – that illuminate the educational, curricular, and pedagogical possibilities of each of the seven processes using past, present, and future perspectives, which the author calls curriculum fragments. These curriculum fragments are tied to historical and contemporary curriculum theorizing and educational theory and practice, in order to suggest considerations for movement for the reader, scholar, educator, and leader. It ultimately asks whether humanity can create a joyful, beautiful, and just curriculum of life for each and every person through schooling and beyond, and consequently, a better world built on love. Focusing on real-life experiences in school and life that have educational implications and that can inform the curriculum, the field of curriculum studies, and the act of curriculum theorizing, this book will appeal to curriculum scholars interested in using currere, understanding patterns of use, participating in the production of curriculum and educational knowledge in the field, and perceiving and using curriculum theorizing as an integral part of their daily work.