Name: Curriculum Histories in Place, in Person, in Practice (Studies in Curriculum Theory Series) (en Inglés)
Price: 745.63 PEN
Availability: InStock
Author: Petra Munro Hendry (Editor), Molly Quinn (Editor), Roland Mitchell (Editor), Jacqueline Bach (Editor)
ISBN: 9781032390093

portada Curriculum Histories in Place, in Person, in Practice (Studies in Curriculum Theory Series) (en Inglés)

Curriculum Histories in Place, in Person, in Practice (Studies in Curriculum Theory Series) (en Inglés)

Formato

Libro Físico

Editorial

Routledge

Autor

Petra Munro Hendry (Editor), Molly Quinn (Editor), Roland Mitchell (Editor), Jacqueline Bach (Editor)

Idioma

Inglés

N° páginas

336

Encuadernación

Tapa Dura

ISBN13

9781032390093

N° edición

Curriculum Histories in Place, in Person, in Practice (Studies in Curriculum Theory Series) (en Inglés)

Petra Munro Hendry (Editor), Molly Quinn (Editor), Roland Mitchell (Editor), Jacqueline Bach (Editor) (Autor) · Routledge · Tapa Dura

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Reseña del libro "Curriculum Histories in Place, in Person, in Practice (Studies in Curriculum Theory Series) (en Inglés)"

This book situates the Curriculum Theory Project at Louisiana State University within a larger historical framework of curriculum work, examining the practices which have sustained this type of curricular vitality over the lifetime of the field's existence. Divided into seven parts, the authors illuminate seven practices which have sustained the scholarship, graduate programs, mentorship, and networking that have been critical to maintaining a web of international relationships. This exploration and coming together of intergenerational stories reveals a more complete and nuanced narrative of the development of curriculum theory over the last 60 years. Crucially, the project exemplifies the continuing resilience of curriculum theory despite ongoing neo-liberal aspirations to reframe education as a business. Reflecting upon the lived experiences and articulated memories of those who have participated in the project and analysis of documents collected over its 25-year history, it considers curriculum history(ies) writ large through and from this lens of practice. As such, it opens up fresh insights for cultivating the vitality and vigor of curriculum theory more broadly on an international scale and with a view to future directions for the field. It will appeal to both new and experienced scholars working across education foundations, urban education, philosophy of education, and higher education, and researchers from across history, sociology, anthropology, ethnic studies, and gender studies.