|aCurriculum development in the postmodern era :|bteaching and learning in an age of accountability /|c Patrick Slattery.
|aNew York :|bRoutledge,|c2013.
|axxvii, 346 p. :|bill. ;|c26 cm.
|aIncludes bibliographical references (p. 313-335) and indexes.
|aIntroduction to curriculum development, reconceptualization, and postmodernity -- Historical perspectives on curriculum as a field of study -- The reconceptualization of curriculum studies -- Postmodern schooling, curriculum, and the theological text -- The hermeneutic circle and the interpretive process -- Gender, sexuality, race, and ethnicity in a multicultural and diverse milieu -- Postmodern philosophies in curriculum studies -- Curriculum for interdependence and ecological sustainability -- Utopian visions, democracy, and the egalitarian ideal -- Aesthetic inquiry, arts-based research, and the proleptic moment -- Time and complexity -- A vision of curriculum in the postmodern era.
|a"The 3rd edition of this introduction to and analysis of contemporary concepts of curriculum that emerged from the Reconceptualization of curriculum studies brings readers up to date on the major research themes within the historical development of the field"--|c Provided by publisher.
This landmark text was one of the first to introduce and analyze contemporary concepts of curriculum that emerged from the Reconceptualization of curriculum studies in the 1970s and 1980s. This new edition brings readers up to date on the major research themes (postmodernism,ecological, hermeneutics, aesthetics and arts-based research, race, class, gender, sexuality, and classroom practices) within the historical development of the field from the 1950s to the present. Like the previous editions, it is unique in providing a comprehensive overview in a relatively short and highly accessible text. Provocative and powerful narratives (both biography and autoethnography) throughout invite readers to engage the complex theories in a personal conversation. School-based examples allow readers to make connections to schools and society, teacher education, and professional development of teachers. Changes in the Third Edition New Glossary - brief summaries in the text direct readers to the Companion Website to read the entire entries New analysis of the current accountability movement in schools including the charter school movement. More international references clearly connected to international contexts More narratives invite readers to engage the complex theories in a personal conversation Companion Website-new for this edition