The Curriculum Studies Reader / Edition 2

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Overview

In this second edition of The Curriculum Studies Reader, David J. Flinders and Stephen J. Thornton once again bring together the best scholarship in curriculum studies. From John Dewey's nineteenth century creed to Nel Noddings' twenty-first century aims, this thoughtful combination of new and timely essays provides a complete survey of the discipline coupled with concrete examples of innovative curriculum and an examination of contemporary topics. With an expanded discussion of the issues in today's classrooms, including HIV/AIDS education, multicultural education, and standards, this collection reflects on and engages with the history of curriculum studies while also looking ahead to the future of the field.
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Editorial Reviews

From the Publisher
Praise for previous editions:

"This Reader is a beginning to study, not an ending. It invites readers to think carefully and, then, to join with colleagues in the construction of decisions about real curriculum questions in real schools for real students."

— O. L. Davis, Jr., Catherine Mae Parker Centennial Professor of Curriculum and Instruction, The University of Texas at Austin

"…will be of interest to all who want to know why we teach what we teach in schools."

— Harvard Educational Review

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Product Details

  • ISBN-13: 9780415945233
  • Publisher: Taylor & Francis
  • Publication date: 7/1/2004
  • Edition description: Older Edition
  • Edition number: 2
  • Pages: 376
  • Product dimensions: 7.00 (w) x 9.92 (h) x 0.93 (d)

Meet the Author

David J. Flinders is Professor of Curriculum Studies in the School of Education at Indiana University, Bloomington, USA.

Stephen J. Thornton is Professor and Chair of the Department of Secondary Education at the University of South Florida, USA.

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Table of Contents

Introduction
1 Scientific Method in Curriculum-making 9
2 My Pedagogic Creed 17
3 Dare the School Build a New Social Order? 24
4 The Rise of Scientific Curriculum Making and Its Aftermath 31
5 School Curriculum Reform in the United States 45
6 Objectives 55
7 Educational Objectives - Help or Hindrance? 69
8 The Taxonomy, Curriculum, and Their Relations 76
9 The Daily Grind 92
10 The Practical: A Language for Curriculum 101
11 The Reconceptualization of Curriculum Studies 121
12 Poetry and Power: The Politics of Curricular Development 130
13 Curriculum and Consciousness 137
14 Pedagogy of the Oppressed 150
15 Humanistic Trends and the Curriculum Field 159
16 Implementation as Mutual Adaptation: Change in Classroom Organization 167
17 Teachers, Research, and Curriculum Development 178
18 Curriculum and the Work of Teachers 188
19 Forgetting the Questions: The Problem of Educational Reform 198
20 "To Dwell with a Boundless Heart": On the Integrated Curriculum and the Recovery of the Earth 213
21 HIV/AIDS Education: Toward a Collaborative Curriculum 224
22 Can Tracking Research Inform Practice? Technical, Normative, and Political Considerations 247
23 School Reform Based on What Is Taught and Learned 266
24 A New Word for an Old Problem: Multicultural "School Wars" Date to the 1840s 274
25 Race, Class, Gender, and Disability in Current Textbooks 279
26 Toward an Education for Women 306
27 Does Everybody Count? Reflections on Reforms in School Mathematics 324
28 Who Decides What Schools Teach? 337
29 Is There a Curriculum Voice to Reclaim? 342
30 Navigating the Four C's: Building a Bridge over Troubled Waters 350
Index 355
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