Konstfacks bibliotek

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*008120416s2012    xxu|||||||||||001 0|eng c
*020  $a978-0-415-80411-0
*035  $a(SE-LIBR)12286529
*035  $a(Ko)41131
*040  $dH
*08204$a375.0001$223
*084  $aEa$2kssb/8
*1001 $aPinar, William F.
*24510$aWhat is curriculum theory? /$cWilliam F. Pinar
*250  $a2nd ed.
*260  $aNew York$bRoutledge,$ccop.2012
*300  $a274 s.
*4900 $aStudies in curriculum theory.
*650 0$aEducation$xCurricula$zUnited States.
*650 0$aEducation$xPolitical aspects$zUnited States.
*650 7$aLäroplaner$zFörenta staterna$2sao
*650 7$aUndervisningsplaner$2sao
*650 0$aEducation ¡ Curricula
*841  $5Ko$ax  a$b1204164u    8   1001uu   0901128$e4
*852  $5Ko$bKo$hEa
^

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.

• Prefacep. xi
• Acknowledgmentsp. xix
• List of Abbreviationsp. xxi
• Introductionp. 1
• The Problem That Is the Presentp. 13
• School Deformp. 15
• The Race to Nowherep. 15
• The Less You Knowp. 20
• "Untimely" Conceptsp. 29
• Too Little Intellect in Matters of Soulp. 33
• The School as a Businessp. 36
• The Figure of the Schoolteacherp. 39
• From Autobiography to Allegoryp. 43
• To Run the Course: Currerep. 43
• Allegories-of-the-Presentp. 49
• Allegory as Montagep. 56
• Why Weimar?p. 62
• The Regressive Moment: The Past in the Presentp. 67
• The Defeat of Democracyp. 69
• The Terrible Questionp. 69
• States of Emergencyp. 72
• The "Highly Fissured" Republicp. 76
• The Regimented Massp. 79
• Art as Allegoryp. 83
• Economic Crisisp. 87
• The Great Age of Educational Reformp. 91
• Correctional Educationp. 95
• Mortal Educational Combatp. 102
• Gracious Submissionp. 102
• The Racial Politics of Curriculum Reformp. 109
• Students and the Civil Rights Movementp. 114
• Freedom Schoolsp. 120
• The Gender Politics of Curriculum Reformp. 124
• The Progressive Moment: The Future in the Presentp. 133
• The Dissolution of Subjectivity in Cyberculturep. 135
• Dream, Thought, Fantasyp. 135
• "Let Them Eat Data"p. 140
• The Death of the Subject?p. 143
• Avatarsp. 147
• Breaking Newsp. 152
• Intimacy and Abjectionp. 156
• The Future in the Pastp. 162
• The Technology of Cultural Crisisp. 162
• The Degradation of the Presentp. 166
• A Philosophy of Technologyp. 170
• Technology and Soulp. 173
• The Analytic Moment: Understanding the Presentp. 179
• Anti-Intellectualism and Complicated Conversationp. 181
• Anti-Intellectualismp. 181
• An Unrehearsed Intellectual Adventurep. 188
• Curriculum as Complicated Conversation Is Not (Only) Classroom Discoursep. 193
• Is it Too Late?p. 198
• The Synthetical Moment: Reactivating the Past, Understanding the Present, Finding the Futurep. 205
• Subjective and Social Reconstructionp. 207
• A Struggle within Each Personp. 207
• Reactivating the Pastp. 212
• Understanding the Presentp. 218
• Finding the Futurep. 226
• Referencesp. 239
• Indexp. 259