In this text Jardine, Clifford, and Friesen set forth their concept
of curriculum as abundance and illustrate its pedagogical
applications through specific examples of classroom practices, the
work of specific children, and specific dilemmas, images, and
curricular practices that arise in concrete classroom events. The
detailed classroom examples and careful philosophical explorations
illustrate the difference it makes in educational theory and
classroom practice to think of the curriculum topics entrusted to
teachers and students in schools as abundant. The central idea is
that viewing what is available to teachers and students in
classrooms as abundant, rather than scarce, makes available the
unseen histories, language, images, and ideas in everyday classroom
life-makes it possible to break open the flat, literal
"ordinariness" of classroom events, makes their complex and
contested meanings visible, understandable, and pedagogically
useful. Understanding the disciplines entrusted to schools (such as
mathematics, writing, reading) as living inheritances, not as
inert, finished, static, manipulable objects, means that the work
of the classroom requires getting in on the real, living
conversations that constitute these disciplines as they actually
function in the classroom. This view of curriculum as abundance has
a profound effect on classroom practice. Curriculum in Abundance
addresses curriculum and teaching topics such as mathematics,
science, environmental education, social studies, language arts,
and the arts curriculum; issues that arise from inviting
student-teachers and practicing teachers into the idea of
curriculum of abundance; the issue of information and
communications technologies in the classroom; and the philosophical
underpinnings of constructivism and the dilemmas it poses to
thinking about curriculum in abundance. All of the chapters provide
images of how to conduct interpretive research in the classroom.
This critically important text for undergraduate and master's-level
courses on curriculum methods, curriculum theory, teacher research,
and philosophy of education speaks eloquently to students,
teachers, teacher educators, and researchers across the field of
education.
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