Like Letters in Running Water

Like Letters in Running Water

Her elaboration in this book of the concept of currere--the lived experience of curriculum--through literature, drama, and myth is a major contribution to the field of curriculum theory.

Author: Mary Aswell Doll

Publisher: Routledge

ISBN: 9781135677626

Category: Education

Page: 280

View: 725

Like Letters in Running Water explores ways in which fiction (prose, drama, poetry, myth, fairytale) yields transformative insights for educational theory and practice. Through a series of intensely original, powerful essays drawing on curriculum theory, literary analysis, psychology, and feminist theory and practice, Doll seeks to confront a commonly held bias that reading literary fictions is "mere" entertainment (not a learning experience). She suggests that fiction has immense teaching power because it connects readers with their alliances within themselves and this connection attends to social, outer issues addressed by traditional pedagogies with greater, deeper awareness. Her elaboration in this book of the concept of currere--the lived experience of curriculum--through literature, drama, and myth is a major contribution to the field of curriculum theory.
Categories: Education

What Is Curriculum Theory

What Is Curriculum Theory

Relationship as a Metaphor for Knowing Joseph (Ed.) · Cultures of Curriculum, Second Edition ... Doll · Like Letters In Running Water: A Mythopoetics of Curriculum Westbury/Hopmann/Riquarts (Eds.) · Teaching as a Reflective Practice: ...

Author: William F. Pinar

Publisher: Routledge

ISBN: 9781136860713

Category: Education

Page: 296

View: 925

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.
Categories: Education

Curriculum Studies Handbook The Next Moment

Curriculum Studies Handbook     The Next Moment

For additional information on titles in the Studies in Curriculum Theory series visit www.routledge.com/education ... and Representation Morris Like Letters In Running Water: A Mythopoetics of Curriculum Doll Cultures of Curriculum ...

Author: Erik Malewski

Publisher: Routledge

ISBN: 9781135857660

Category: Education

Page: 584

View: 267

What comes after the reconceptualization of curriculum studies? What is the contribution of the next wave of curriculum scholars? Comprehensive and on the cutting edge, this Handbook speaks to these questions and extends the conversation on present and future directions in curriculum studies through the work of twenty-four newer scholars who explore, each in their own unique ways, the present moment in curriculum studies. To contextualize the work of this up-and-coming generation, each chapter is paired with a shorter response by a well-known scholar in the field, provoking an intra-/inter-generational exchange that illuminates both historical trajectories and upcoming moments. From theorizing at the crossroads of feminist thought and post-colonialism to new perspectives that include critical race, currere, queer southern studies, Black feminist cultural analysis, post-structural policy studies, spiritual ecology, and East-West international philosophies, present and future directions in the U.S. American field are revealed.
Categories: Education

Provoking Curriculum Studies

Provoking Curriculum Studies

Strong Poetry and Arts of the Possible in Education Nicholas Ng-a-Fook, Awad Ibrahim, Giuliano Reis ... and Representation Doll • Like Letters in Running Water: A Mythopoetics of Curriculum Westbury/Hopmann/Riquarts (Eds.) • Teaching as ...

Author: Nicholas Ng-a-Fook

Publisher: Routledge

ISBN: 9781317574279

Category: Education

Page: 306

View: 489

Provoking Curriculum Studies pushes forward a strong reading of the theoretical and methodological innovations taking place within curriculum studies research. Addressing an important gap in contemporary curriculum studies—conceptualizing scholars as poets and the potential of the poetic in education—it offers a framework for doing curriculum work at the intersection of the arts, social theory, and curriculum studies. Drawing on poetic inquiry, psychoanalysis, phenomenology, life writing, and several types of arts-based research methodologies, this diverse collection spotlights the intellectual genealogies of curriculum scholars such as Ted Aoki, Geoffrey Milburn and Roger Simon, whose provocations, inquiries, and recursive questioning link the writing and re-writing of curriculum theory to acts of strong poetry. Readers are urged to imagine alternative ways in which professors, teachers, and university students might not only engage with but disrupt, blur, and complicate curriculum theory across interdisciplinary topographies in order to seek out blind impresses—those areas of knowledge that are left over, unaddressed by ‘mainstream’ curriculum scholarship, and that instigate difficult questions about death, trauma, prejudice, poverty, colonization, and more.
Categories: Education

Engendering Curriculum History

Engendering Curriculum History

STUDIES IN CURRICULUM THEORY Tröhler Hendry Handa Joseph (Ed.) Sandlin/Schultz/ Burdick (Eds.) Malewski (Ed.) Pinar ... of Memory and Representation Like Letters In Running Water: A Mythopoetics of Curriculum Teaching as a Reflective ...

Author: Petra Hendry

Publisher: Taylor & Francis

ISBN: 9781136881596

Category: Education

Page: 272

View: 520

How can curriculum history be re-envisioned from a feminist, poststructuralist perspective? Engendering Curriculum History disrupts dominant notions of history as linear, as inevitable progress, and as embedded in the individual. This conversation requires a history that seeks re-memberance not representation, reflexivity not linearity, and responsibility not truth. Rejecting a compensatory approach to rewriting history, which leaves dominant historical categories and periodization intact, Hendry examines how the narrative structures of curriculum histories are implicated in the construction of gendered subjects. Five central chapters take up a particular discourse (wisdom, the body, colonization, progressivism and pragmatism) to excavate the subject identities made possible across time and space. Curriculum history is understood as an emergent, not a finished, process – as an unending dialogue that creates spaces for conversation in which multiple, conflicting, paradoxical and contradictory interpretations can be generated as a means to stimulate more questions, not grand narratives.
Categories: Education

The Concept of Care in Curriculum Studies

The Concept of Care in Curriculum Studies

... Reid Pinar (Ed.) Huebner Curriculum in a New Key: The Collected Works of Ted T. Aoki Expanding Curriculum Theory: ... of Memory and Representation Like Letters In Running Water: A Mythopoetics of Curriculum Teaching as a Reflective ...

Author: Jung-Hoon Jung

Publisher: Routledge

ISBN: 9781317384625

Category: Education

Page: 168

View: 488

The question at the heart of the book is what might an education with self-care and care-for-others look like? Juxtaposing self-understanding through the method of currere and the historical character of hakbeolism (a concept indigenous to Korea referring to a kind of social status people achieve based on a shared academic background), this book articulates how subjective reconstruction of self in conjunction with historical study can be transformative, and how this can be extended to social change. Articulating how having one’s own standard can be a way of making one’s life a work of art, the author looks at how Korean schooling exercises coercive care, disconfirmation, and the "whip of love" for the children’s own good. Emphasis is given to the internalized status of these practices in both students and teachers and to teachers’ and parents’ culpability not only in exercising but also in reproducing these practices through themselves. Going beyond describing and analysing the educational problem of academic (intellectual) achievement-oriented education based on aggressive competition, this book suggests ways to address these issues through autobiography (using the method of currere to reconstruct one’s subjectivity) and an ethic of care.
Categories: Education

Cross cultural Studies in Curriculum

Cross cultural Studies in Curriculum

William F. Pinar, Series Editor Appelbaum Children's Literature for Grown-Up Teachers: Curriculum Theorizing for a ... Doll Like Letters In Running Water: A Mythopoetics of Curriculum Joseph/Bravman/Windschitl/Mikel/Green Cultures of ...

Author: Claudia Eppert

Publisher: Routledge

ISBN: 9780805856736

Category: Education

Page: 379

View: 822

This volume broadens the horizon of educational research in North America by introducing a comprehensive dialogue between Eastern and Western philosophies and perspectives on the subject of curriculum theory and practice. It is a very timely work in light of the progressively globalized nature of education and educational studies and the increasingly widespread attunement to Eastern educational theories in the West. By introducing Eastern perspectives, this book questions taken-for-granted thinking in Western educational thought about the foundations of teaching and learning, curriculum theory, educational policy, and educational issues such as teaching for social justice, service-learning initiatives, human rights and environmental education, and the teaching of content area subjects. It provides an important opportunity for scholars from different countries and different disciplines to establish a solid yet accessible foundation of East-West inquiry that furthers the scope and depth of curriculum studies and to disseminate the insights from this book in the venues in which they work. Researchers, faculty, and graduate students in the fields of curriculum theory, curriculum and instruction, educational foundations, philosophy of education, international/comparative education, and multicultural educational studies will welcome this book. It is appropriate as a text for upper-level courses in these areas.
Categories: Education

Like Letters in Running Water

Like Letters in Running Water

A Mythopoetics of Curriculum Mary Aswell Doll. Like Letters in Running Water A Mythopoetics of Curriculum STUDIES IN CURRICULUM THEORY WilliamF.Pinar, Series Editor jagodzinski • Postmodern.

Author: Mary Aswell Doll

Publisher: Routledge

ISBN: 9781135677619

Category: Education

Page: 280

View: 653

Like Letters in Running Water explores ways in which fiction (prose, drama, poetry, myth, fairytale) yields transformative insights for educational theory and practice. Through a series of intensely original, powerful essays drawing on curriculum theory, literary analysis, psychology, and feminist theory and practice, Doll seeks to confront a commonly held bias that reading literary fictions is "mere" entertainment (not a learning experience). She suggests that fiction has immense teaching power because it connects readers with their alliances within themselves and this connection attends to social, outer issues addressed by traditional pedagogies with greater, deeper awareness. Her elaboration in this book of the concept of currere--the lived experience of curriculum--through literature, drama, and myth is a major contribution to the field of curriculum theory.
Categories: Education

Cultures of Curriculum

Cultures of Curriculum

STUDIES IN CURRICULUM THEORY Sandlin/Schultz/Burdick (Eds.) Joseph/Bravman/Windschitl/Mikel/Green Cultures of ... and Representation Like Letters In Running Water: A Mythopoetics of Curriculum Reid Pinar (Ed.) Huebner Teaching as a ...

Author: Pamela Bolotin Joseph

Publisher: Routledge

ISBN: 9781136869419

Category: Education

Page: 320

View: 795

Using "cultures of curriculum" as a lens, this clear, compelling text reveals and critically examines the belief systems and classroom practices of curricular orientations in contemporary American society. It is designed to foster awareness, examination, and deliberation about the curricula planned for and carried out in classrooms and schools; to inspire conversations about theory and practice as well as political, social, and moral issues; and to expand critical consciousness about approaches to curriculum and practice. Readers are encouraged to give serious attention to the issues this book raises for them, and to join with their colleagues, students, and communities in considering how to create curricula with purpose and congruent practices and to reculture classrooms and schools. A framework of inquiry is presented to facilitate such reflection and to accomplish these goals. Cultures of Curriculum, Second Edition: Introduces the field of curriculum studies by describing theories and questions pertinent to curriculum inquiry Describes the process of curriculum leadership drawing from historical and contemporary research on curriculum change and transformation Presents the concept of cultures of curriculum as a way of thinking of curriculum as cultural text encompassing histories, norms, beliefs, values, roles, and environments. Connects theory to practice by describing curricular orientations as depicted in practice, providing educators with approaches to instruction, planning, and assessment for creating intentional practices in classrooms and schools Uses a heuristic that helps educators to understand curricular orientations, examine curriculum in classrooms and schools, and reflect upon their own beliefs and practices Integrates moral and political discourse into discussions of curriculum orientations so that educators can recognize, question, and challenge aims and actions by examining dominant paradigms and both their direct and unforeseeable influences upon schooling Changes in the second edition: Four new chapters – "Narrowing the Curriculum" (current trends of standardization and high-stakes testing) "Educating Through Occupations (Deweyan progressive and career/technical education) "Sustaining Indigenous Traditions" (Native American/indigenous education) "Envisioning Peace" (peace, global, human rights, environmental education) Updates and pertinent scholarship in all chapters reflecting recent events and discourses Curricular cultures all are examples of progressive alternatives to traditional education New two-part structure: Curriculum Studies and Curricular Cultures
Categories: Education

What Does Understanding Mathematics Mean for Teachers

What Does Understanding Mathematics Mean for Teachers

William F. Pinar, Series Editor For additional information on titles in the Studies in Curriculum Theory series visit ... of Memory and Representation Like Letters In Running Water:A Mythopoetics of Curriculum Teaching as a Reflective ...

Author: Yuichi Handa

Publisher: Taylor & Francis

ISBN: 9781136870538

Category: Education

Page: 168

View: 231

This book opens up alternative ways of thinking and talking about ways in which a person can "know" a subject (in this case, mathematics), leading to a reconsideration of what it may mean to be a teacher of that subject. In a number of European languages, a distinction is made in ways of knowing that in the English language is collapsed into the singular word know. In French, for example, to know in the savoir sense is to know things, facts, names, how and why things work, and so on, whereas to know in the connaître sense is to know a person, a place, or even a thing—namely, an other— in such a way that one is familiar with, or in relationship with this other. Primarily through phenomenological reflection with a touch of empirical input, this book fleshes out an image for what a person’s connaître knowing of mathematics might mean, turning to mathematics teachers and teacher educators to help clarify this image.
Categories: Education