Show Less

Curriculum Studies Guidebooks

Volume 2- Concepts and Theoretical Frameworks

Series:

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.

Prices

Show Summary Details
Restricted access

References

Extract

Abiko, T. (2003). Present state of curriculum studies in Japan. In W. F. Pinar (Ed.), International handbook of curriculum research (pp. 425–434). Mahwah, NJ: Lawrence Erlbaum. Abraham, N., & Torok, M. (1994). The shell and the kernel: Vol. 1. (N. Rand, Trans.). Chicago: University of Chicago Press. Abram, D. (1996). The spell of the sensuous: Perception and language in a more-than-human world. New York: Vintage. Adams, H. (2009). Tom and Jack: The intertwined lives of Thomas Hart Benton and Jackson Pollock. New York: Bloomsbury. Adams, P. C., Hoelscher, S., & Till, K. E. (2001). Place in context: Rethinking humanist geog- raphies. In P. C. Adams, S. Hoelscher, & K. Till (Eds.), Textures of place: Exploring humanist geographies (pp. xiii–xxxiii). Minneapolis: University of Minnesota. Adefarakan, T. (2011). (Re)conceptualizing “indigenous” from anti-colonial and black femi- nist theoretical perspectives: Living and imagining indigeneity differently. In G. J. S. Dei (Ed.), Indigenous philosophies and critical education (pp. 34–52). New York: Peter Lang. Adorno, T. (1997). Aesthetic theory. Minneapolis: University of Minnesota Press. Aizenstat, S. (1995). Jungian psychology and the world unconscious. In T. Roszak, M. E. Gomes, & A. D. Kanner (Eds.), Ecopsychology: Restoring the earth, healing the mind (pp. 92–100). San Francisco: Sierra Club. Alfred, T. (2004). Warrior scholarship: Seeing the university as a ground of contention. In D. A. Mihesuah & A. C. Wilson (Eds.), Indigenizing the academy: Transforming scholarship and empowering communities (pp. 88–99). Lincoln: University of Nebraska Press. 374 curriculum studies guidebooks, volume 2 Anderson, A. (1998). Cosmopolitanism, universalism,...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.