Curriculum as Meditative Inquiry

Author: A. Kumar
Publisher: Springer
ISBN: 1137315814
Format: PDF, Docs
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Kumar asks in this volume: Since characteristic features of human consciousness - fear, conditioning, and fragmentation - work against the educational experience, how can we re-imagine curriculum as a space for meditative inquiry and allow it to provide transformative educational experiences to teachers and their students?

New Approaches to Curriculum as Phenomenological Text

Author: James M. Magrini
Publisher: Springer
ISBN: 113757318X
Format: PDF
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The scholarship of New Directions in Curriculum as Phenomenological Text manifests through close readings and interpretations of curriculum theorists and Continental philosophers, presented in the form of 'speculative philosophical essays,' an important form of curriculum thinking-writing all but lost to the general contemporary field of research.

Autobiography and Teacher Development in China

Author: W. Pinar
Publisher: Springer
ISBN: 1137382406
Format: PDF
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This is the first investigation of the roles of autobiography in teacher education to be informed by concepts and examples from China, Europe, and North and South America. Unique and timely, this volume addresses multiple movements of teacher education reform worldwide.

Imagining Time and Space in Universities

Author: Claudia Matus
Publisher: Springer
ISBN: 1137399260
Format: PDF, Docs
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Imagining Time and Space in Universities presents critical theorizations of time and space to analyze discourses and practices of globalization and internationalization. As both dimensions have been understood in separate and hierarchical modes limited attention is given to cultural meanings embedded in these institutional policies and practices.

Curriculum in International Contexts

Author: Ashwani Kumar
Publisher: Palgrave Macmillan
ISBN: 9783030019822
Format: PDF, ePub
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This book is an exposition of how political, cultural, historical, and economic structures and processes shape the nature and character of curriculum landscapes globally. By developing theoretical connections and providing contextual background, Kumar explores how colonialism and imperialism, state-led ideological control, and the wave of neoliberalism and capitalism insidiously impact the process of curriculum development in different parts of the world. Kumar also underscores how intellectual movements such as Marxism and postmodernism have shaped curriculum theory in varied political and economic settings. By emphasizing the connections between and among diverse cultural and political conceptualizations of curriculum, this volume contributes to the internationalization of curriculum studies discourses.

Cross cultural studies in curriculum

Author: Claudia Eppert
Publisher: Lawrence Erlbaum
ISBN: 9780805856743
Format: PDF, Mobi
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This volume broadens the horizon of educational research in North America by introducing a comprehensive dialogue between Eastern and Western philosophies and perspectives on the subject of curriculum theory and practice. It is a very timely work in light of the progressively globalized nature of education and educational studies and the increasingly widespread attunement to Eastern educational theories in the West. By introducing Eastern perspectives, this book questions taken-for-granted thinking in Western educational thought about the foundations of teaching and learning, curriculum theory, educational policy, and educational issues such as teaching for social justice, service-learning initiatives, human rights and environmental education, and the teaching of content area subjects. It provides an important opportunity for scholars from different countries and different disciplines to establish a solid yet accessible foundation of East-West inquiry that furthers the scope and depth of curriculum studies and to disseminate the insights from this book in the venues in which they work. Researchers, faculty, and graduate students in the fields of curriculum theory, curriculum and instruction, educational foundations, philosophy of education, international/comparative education, and multicultural educational studies will welcome this book. It is appropriate as a text for upper-level courses in these areas.

Urban Education

Author: Joe L. Kincheloe
Publisher:
ISBN:
Format: PDF, Mobi
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Maintaining that urban teaching and learning is characterized by numerous contradictions, this book proposes that there is a wide range of social, cultural, psychological, and pedagogical knowledge that urban educators must possess in order to engage in effective and transformative practice. It is necessary for teachers in urban schools to be scholar-practitioners, as opposed to bureaucrats who only follow rather than analyze, understand, and create. Ten major sections cover the myriad issues of urban education as it exists today: context of urban education, race and ethnicity, social justice, teaching and pedagogy, power and urban education, language issues, cultural issues of urban schools as seen in the media, research in city schools, aesthetics and the proximity of cultural institutions, and education policy. Sixty one essays written by specialists in teacher education; public policy; sociology; psychology; applied linguistics; forestry; urban studies; school administration; cultural studies; evaluation; and linguistics, provide a blueprint for scholars, teachers, parents, urban politicians, school administrators, policy professionals, and others seeking to understand the situation of urban schools across America today.

Web based Instruction

Author: Badrul Huda Khan
Publisher: Prentice Hall
ISBN:
Format: PDF, Mobi
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Provides readers with information related to design, development, delivery management and evaluation of WBI. Five main sections: Introduction to Web- based instruction, Web- based learning environment and critical issues, designing Web- based instruction delivery, Web-based instruction and case studies of Web- based courses.

Pedagon

Author: David Geoffrey Smith
Publisher: Peter Lang Pub Incorporated
ISBN: 9780820427607
Format: PDF, ePub
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Pedagon, a collection of essays by Canadian scholar David Geoffrey Smith, exemplifies a new genre of interdisciplinary writing. Drawing on such discourses as hermeneutics, literary theory, international relations theory, media and technology studies, Buddhism, and education, Professor Smith weaves a series of illuminating and provocative tapestries that find their focus in questions relating the practices of culture to the conduct of pedagogy.