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Curriculum Studies Guidebooks

Volume 2- Concepts and Theoretical Frameworks

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Marla B. Morris

Curriculum Studies Guidebooks treat the (Post)reconceptualization of curriculum studies. The literature reviewed in this volume reflects current issues and discussions taking place in education. This volume is about the intersections among curriculum studies and aesthetics; spirituality; cosmopolitanism; ecology; cultural studies; postcolonialism; poststructuralism; and psychoanalytic theory. These theoretical frameworks will provide students in the field of education with the tools that they need to theorize around the concept of curriculum. This is an interdisciplinary book that will be of interest to students outside the field of education who are studying aesthetics, spirituality, cosmopolitanism, ecology, cultural studies, postcolonialism, poststructuralism, and psychoanalytic theory. It could be used in such education courses as curriculum studies; social foundations of education; philosophy of education; cultural curriculum studies; critical and contemporary issues in education; narrative inquiry in education; and qualitative studies in education.
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Curriculum Studies Guidebooks

Volume 1- Concepts and Theoretical Frameworks

Series:

Marla B. Morris

Curriculum Studies Guidebooks treat the (Post)reconceptualization of curriculum studies. The huge corpus of literature reviewed in this volume reflect current issues and discussions dealing with education. This volume is about the intersections among curriculum studies, history, politics, multiculturalism, gender studies and literary studies. These theoretical frameworks will provide students in the field of education with the tools that they need to theorize around the concept of curriculum. This is an interdisciplinary book and might be of interest to students outside the field of education as well who are studying history, politics, multiculturalism, gender and literary studies. It could be used in such courses as curriculum studies; social foundations of education; philosophy of education; critical and contemporary issues in education; the history of American curriculum; the history of American education; and narrative inquiry in education. Outside the field of education, this book might be of interest to students in courses on women's and gender studies, courses in political science, multicultural courses, and courses in literary criticism.
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Difficult Memories

Talk in a (Post) Holocaust Era

Marla B. Morris and John A. Weaver

Difficult Memories: Talk in a (Post) Holocaust Era attempts a difficult cross-cultural discussion. These scholars agree that the Holocaust is not just in the past – it is with us in memory. Professors and students alike – whether European, American, or Canadian, or whether Holocaust survivors – second or third generation Jews «after» the event are affected/effected by this haunting memory. Here scholars attempt to grapple with trauma, horror, anti-Semitism, hatred, murder, guilt, mourning, and anger – all the unthinkable subject matters that are usually squashed out of our curricula. The authors explore Holocaust issues via fiction, philosophy, science education, historiography, psychoanalysis, and autobiography as they relate to the curriculum studies. These scholars discuss the importance of keeping the Holocaust present in memory by making it a difficult subject matter which needs to be integrated into the curriculum especially as we enter the twenty-first century when many Holocaust survivors will die. This is our duty and our call – our responsibility as educators.
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(Post) Modern Science (Education)

Propositions and Alternative Paths

John A. Weaver, Peter Appelbaum and Marla B. Morris

These original essays offer new perspectives for science educators, curriculum theorists, and cultural critics on science education, French post-structural thought, and the science debates. Included in this book are chapters on the work of Bruno Latour, Michel Serres, and Jean Baudrillard, plus chapters on postmodern approaches to science education and critiques of modern scientific assumptions in curriculum development.
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Marla B. Morris, Mary Aswell Doll and William F. Pinar

How We Work is a collection of essays by writers from across the disciplines on the ways they produce work. Each writer offers a description of the processes and quirks of putting thoughts into form. Some of the essays are humorous, confessing to the ways writers confront the terror of the blank page. Others are helpful, offering hints and analyses. All give personal reflection on how creating is both horizontal and vertical, involving the writer with places, sensual experiences, and other bodies, as well as with other parts of the self. Deliberately interdisciplinary and multicultural, this collection contains the work of curriculum theorists, fiction writers, poets, musicians, and professors of mathematics, English, philosophy, and women's studies. We hope to encourage readers to become more aware of their own creative potential by reading these essays.