Curriculum Work As a Public Moral Enterprise

Overview

Reflecting the current turn in curriculum work that underscores the relationship between theory and practice, this volume brings together the voices of curriculum theorists working within academic setting and practitioners working in schools and other educational settings. The book traces their collaborative work, challenging the assumption that practitioners should be only consumers of the theory produced by academics. Thus, this collection engages readers in the complicated conversation about the relationship ...

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Overview

Reflecting the current turn in curriculum work that underscores the relationship between theory and practice, this volume brings together the voices of curriculum theorists working within academic setting and practitioners working in schools and other educational settings. The book traces their collaborative work, challenging the assumption that practitioners should be only consumers of the theory produced by academics. Thus, this collection engages readers in the complicated conversation about the relationship between theory and practice, between theoreticians and practitioners. Although every author is, to some degree, a practitioner as well as a theorist, their collaboration emerges from the particular positions and identification that each assumes in the practice of their craft. From working with homeless youth to deepening one's personal commitment to antiracist pedagogy in schools, each author's experience implodes the false binary of the theory/practice dichotomy, illuminating a different dimension of the challenges therein.

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Editorial Reviews

Harvard Educational Review
Curriculum Work as a Public Moral Enterprise draws readers into a 'complicated conversation' about curriculum theory. Nine of the book's eleven chapters offer powerful examples of the learning that takes place when university-based professors and K-12 practitioners cross borders between university and school settings, blur distinctions between theory and practice, and then come together to write about learning.
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Product Details

  • ISBN-13: 9780742526396
  • Publisher: Rowman & Littlefield Publishers, Inc.
  • Publication date: 3/28/2004
  • Pages: 160
  • Product dimensions: 6.52 (w) x 9.20 (h) x 0.68 (d)

Meet the Author

Rubén A. Gaztambide-Fernández is an advanced doctoral student at the Harvard Graduate School of Education, where he is a Spencer Research Training Grantee and an instructor in education. James T. Sears is professor of curriculum studies at the University of South Carolina.

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Table of Contents

Chapter 1 Introduction Chapter 2 The Curriculum Worker as Public Moral Intellectual Chapter 3 Blurring the Borderlands: Imagining New Relationships Chapter 4 "Show Me the Money": Collaboration and a New Politics of School Knowledge Chapter 5 Building Hope: Implementing Unification Education in a South Korean Kindergarten Chapter 6 Educating the Artist of the Future: Facing the Challenge of Public Arts High Schools Chapter 7 Transformative Curriculum Leadership: Inspiring Democratic Inquiry Artistry Chapter 8 Exploring "Theatre as Pedagogy": Silences, Stories, and Sketches of Oppression Chapter 9 Taking Teachers to the Street Chapter 10 It Is Not Resolved Yet: When a Louisiana French Immersion Activist Engages Postcolonial, Feminist Theory (or Vice Versa) Chapter 11 A Contemporary Praxis of Collaboration Chapter 12 The Problem of the Public

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