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A Post-constructivist Perspective


Wolff-Michael Roth

Curriculum*-in-the-Making theorizes about the living curriculum as an event that is in the making, for the enacted curriculum is something finished, which, only as an object, can be compared to another object. A living curriculum, understood as an event*-in-the-making, leads to a very different appreciation of just what is happening in a classroom. Events* are understood to be in the making so we cannot know the precise nature of what we witness until after completion has been achieved. This book uses lesson fragments to develop a post-constructivist perspective on curriculum that is grounded in a phenomenological approach concerned with understanding the never-ending movement of life. This leads to radically different forms of understanding of curriculum issues such as the subject, ethics, the role of passibility and passivity, the nature of the response, and the learning paradox.
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Series index


Shirley R. Steinberg and Priya Parmar

Series Editors

Critical Praxis and Curriculum Guides is a curriculum-based book series reflective of theory-creating praxis. The series targets not only undergraduate and graduate audiences but also tenured and experienced teachers of all disciplines. Research suggests that teachers need well-designed, thematic-centered curricula and lessons. This is accomplished when the school works as a community to meet its own needs. Community in this sense includes working collaboratively with students, parents, and local community organizations to help build the curriculum. Practically, this means that time is devoted to professional development workshops, not exam reviews or test preparation pointers but real learning. Together with administrators, teachers form professional learning communities (PLCs) to discuss, analyze, and revise curricula and share pedagogical strategies that meet the needs of their particular school demographics. This communal approach was found to be more successful than requiring each individual teacher to create lessons on her/his own. Ideally, we would love it if each teacher could create his/her own authentic lessons because only s/he truly knows her/his students—and we encourage it, because it is possible! However, as educators ourselves, we understand the realities our colleagues in public schools face, especially when teaching in high-needs areas.

The Critical Praxis and Curriculum Guides series provides relief for educators needing assistance in preparing their lessons. In the spirit of communal practices, the series welcomes co-authored books by theorists and practitioners as well as solo-authored books by an expert...

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