Curriculum Windows: What Curriculum Theorists of the 1970s Can Teach Us about Sc

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Examines curriculum texts and theorists of the 1970s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 1970s illuminate new possibilities forward for us as scholar educators today. The contributors revisit and interpret several of the most important works of the 1970s.

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher Description

Curriculum Windows: What Curriculum Theorists of the 1970s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1970s in contemporary terms.The authors explore how key books/authors from the curriculum field of the 1970s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1970s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today?The chapter authors and editor revisit and interpret several of the most important works of the 1970s by Norman Overly, Michael Apple, Eliot Eisner, John Goodlad, Louise Berman, William Reid, Bill Pinar, Daniel Tanner, Laurel Tanner, Maxine Greene, James MacDonald, and Joseph Schwab. The book's Foreword is by renowned curriculum theorist William H. Schubert.

Author Biography

Thomas S. Poetter, Miami University, Oxford, Ohio, USA

Long Description

Curriculum Windows: What Curriculum Theorists of the 1970s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1970s in contemporary terms. The authors explore how key books/ authors from the curriculum field of the 1970s illuminate new possibilities forward for us as scholareducators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1970s still resonate with us, allow us to see backward in time and forward in time - all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? The chapter authors and editor revisit and interpret several of the most important works of the 1970s by Norman Overly, Michael Apple, Eliot Eisner, John Goodlad, Louise Berman, William Reid, Bill Pinar, Daniel Tanner, Laurel Tanner, Maxine Greene, James MacDonald, and Joseph Schwab. The book's Foreword is by renowned curriculum theorist William H. Schubert.

Details ISBN1623969182 Publisher Information Age Publishing Language English ISBN-10 1623969182 ISBN-13 9781623969189 Media Book Imprint Information Age Publishing Place of Publication Greenwich Country of Publication United States DEWEY 375.001 Illustrations black & white illustrations Short Title CURRICULUM WINDOWS Format Paperback Edited by Thomas S. Poetter Subtitle What Curriculum Theorists of the 1970s Can Teach Us about Schools and Society Today AU Release Date 2015-01-20 NZ Release Date 2015-01-20 UK Release Date 2015-01-20 Author Thomas S. Poetter Pages 298 Year 2014 Publication Date 2014-12-30 Audience Undergraduate US Release Date 2014-12-30 We've got this

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