The Journal Of Curriculum Theorizing

This timely edited collection asks bold and urgent questions about the complexity, culture, and character of curriculum studies in Canada. Featuring 30 original chapters and 21 short invocations, this volume includes works by both established and new scholars, illustrating the wide range of cutting-edge writing in this area. Weaving together personal essays, poetry, life writing, and other arts-based inquiry modes, Canadian Curriculum Studies highlights the creative, performative, interactive, and imaginative nature of this field. The contributors were asked to provoke conceptions and understandings of curriculum studies by examining their convictions, commitments, and challenges with/in this discipline. By bringing together diverse indigenous and non-indigenous scholarship, the editors invoke the concept of métissage, which is finding a growing resonance both in Canada and abroad. Exploring the idea of curriculum studies as an interdisciplinary field across transnational contexts, this rich text is well-suited to senior undergraduate and graduate courses in curriculum studies and qualitative educational research.

JCT was the most important journal of curriculum studies during the field's paradigm shift in the 1970s. Its editors sponsored a yearly conference, which also supported the intellectual breakthrough that was the reconceptualization of American curriculum studies. This collection brings together the best of JCT articles, plus key documentary material of importance to scholars and students alike. Undergraduate and graduate students in curriculum, instruction, and foundations would find this book useful and insightful.

Taking a collection of seminal articles from the Journal of Curriculum Studies, this book offers readers a vantage point for thinking about the worlds of schools and curricula, focusing in particular on the concept of seeing schools, curricula and teaching in new ways. Each of the chapters sheds fresh light on the ways of thinking the aforementioned. Themes include: classrooms and teaching pedagogy science and history education school and curriculum development students’ lives in schools. Written by an international group of distinguished scholars from Britain, North America, Sweden and Germany, the chapters draw on the perspectives offered by curriculum and pedagogical theory, history, ethnography, sociology, psychology and organisational studies and experiences in curriculum-making. Together they invite many questions about why teaching and curricula must be as they are. Rethinking Schooling provides new futures for education and alternative ways of seeing them.

These groundbreaking essays have become foundational to the field of curriculum studies. The contributors are curriculum theorists who represent an avant-garde of the movement.

This primer for teachers (prospective and practicing) asks readers to question the historical present and their relation to it, and in so doing, to construct their own understandings of what it means to teach, to study, to become "educated" in the present moment. Curriculum theory is the scholarly effort – inspired by theory in the humanities, arts and interpretive social sciences – to understand the curriculum, defined here as "complicated conversation." Rather than the formulation of objectives to be evaluated by (especially standardized) tests, curriculum is communication informed by academic knowledge, and it is characterized by educational experience. Pinar recasts school reform as school deform in which educational institutions devolve into cram schools preparing for standardized exams, and traces the history of this catastrophe starting in 1950s. Changes in the Second Edition: Introduces Pinar’s formulation of allegories-of-the-present — a concept in which subjectivity, history, and society become articulated through the teacher’s participation in the complicated conversation that is the curriculum; features a new chapter on Weimar Germany (as an allegory of the present); includes new chapters on the future, and on the promises and risks of technology.

If teacher education, as a field of study, is to contribute to the revitalization, re-moralization and re-politicization of Education, this book argues that it needs to be alert to questions of teachers’ intellectual and political freedom and to concerns about the legitimacy of what we do in teacher education, in the name of Education. Anne Phelan demonstrates how curriculum theorizing can serve such an educational project by engaging concerns about subjectivity (human agency and action), society, and historical moment, thereby widening the field of insight in teacher education and informing debates about new trajectories for policy and practice. Exploring teacher education through ethical, political, aesthetic vocabularies, drawn from the Humanities, is vital at a time when the dehumanizing influences of performativity, standardization and accountability are evident in education systems across the world, and when we are in danger of losing the things that we most value and are the least measurable - relationships, independent thought, and ethical judgment. Curriculum Theorizing and Teacher Education will be of interest to teacher educators who are practicing, researching, or (re)designing teacher education, as well as policy makers who are curious about new possibilities for framing the "problem" of teacher education at provincial, state and federal levels.

This book collects recent and creative theorizing emerging in the fields of curriculum studies and curriculum theory, through an emphasis on provoking encounters. Drawn from a return to foundational texts, the emphasis on an ‘encountering’ curriculum highlights the often overlooked, pre-conceptual aspects of the educational experience; these aspects include the physical, emotional, and spiritual dimensions of teaching and learning. The book highlights that immediate components of one’s encounters with education—across formal and informal settings—comprise a large part of the teaching and learning processes. Chapters offer both close readings of specific work from the curriculum theory archive, as well as engagements with cutting-edge conceptual issues across disciplinary lines, with contributions from leading and emerging scholars across the field of curriculum studies. This book will be of great interest to researchers, academics and post-graduate students in the fields of curriculum studies and curriculum theory.