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Titel och upphov What is curriculum theory ?
Utgivning, distribution etc. Routledge, New York cop.2012
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*1001 $aPinar, William F.
*24510$aWhat is curriculum theory ? /$cWilliam F. Pinar
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*300 $a274 s.
*4900 $aStudies in curriculum theory .
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*650 0$aEducation$xPolitical aspects$zUnited States.
*650 7$aLäroplaner$zFörenta staterna$2sao
*650 7$aUndervisningsplaner$2sao
*650 0$aEducation ¡ Curricula
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^
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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.
Preface p. xi Acknowledgments p. xix List of Abbreviations p. xxi Introduction p. 1 The Problem That Is the Present p. 13 School Deform p. 15 The Race to Nowhere p. 15 The Less You Know p. 20 "Untimely" Concepts p. 29 Too Little Intellect in Matters of Soul p. 33 The School as a Business p. 36 The Figure of the Schoolteacher p. 39 From Autobiography to Allegory p. 43 To Run the Course: Currere p. 43 Allegories-of-the-Present p. 49 Allegory as Montage p. 56 Why Weimar? p. 62 The Regressive Moment: The Past in the Present p. 67 The Defeat of Democracy p. 69 The Terrible Question p. 69 States of Emergency p. 72 The "Highly Fissured" Republic p. 76 The Regimented Mass p. 79 Art as Allegory p. 83 Economic Crisis p. 87 The Great Age of Educational Reform p. 91 Correctional Education p. 95 Mortal Educational Combat p. 102 Gracious Submission p. 102 The Racial Politics of Curriculum Reform p. 109 Students and the Civil Rights Movement p. 114 Freedom Schools p. 120 The Gender Politics of Curriculum Reform p. 124 The Progressive Moment: The Future in the Present p. 133 The Dissolution of Subjectivity in Cyberculture p. 135 Dream, Thought, Fantasy p. 135 "Let Them Eat Data" p. 140 The Death of the Subject? p. 143 Avatars p. 147 Breaking News p. 152 Intimacy and Abjection p. 156 The Future in the Past p. 162 The Technology of Cultural Crisis p. 162 The Degradation of the Present p. 166 A Philosophy of Technology p. 170 Technology and Soul p. 173 The Analytic Moment: Understanding the Present p. 179 Anti-Intellectualism and Complicated Conversation p. 181 Anti-Intellectualism p. 181 An Unrehearsed Intellectual Adventure p. 188 Curriculum as Complicated Conversation Is Not (Only) Classroom Discourse p. 193 Is it Too Late? p. 198 The Synthetical Moment: Reactivating the Past, Understanding the Present, Finding the Future p. 205 Subjective and Social Reconstruction p. 207 A Struggle within Each Person p. 207 Reactivating the Past p. 212 Understanding the Present p. 218 Finding the Future p. 226 References p. 239 Index p. 259