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This book collects recent and creative theorizing emerging in the
fields of curriculum studies and curriculum theory, through an
emphasis on provoking encounters. Drawn from a return to
foundational texts, the emphasis on an 'encountering' curriculum
highlights the often overlooked, pre-conceptual aspects of the
educational experience; these aspects include the physical,
emotional, and spiritual dimensions of teaching and learning. The
book highlights that immediate components of one's encounters with
education-across formal and informal settings-comprise a large part
of the teaching and learning processes. Chapters offer both close
readings of specific work from the curriculum theory archive, as
well as engagements with cutting-edge conceptual issues across
disciplinary lines, with contributions from leading and emerging
scholars across the field of curriculum studies. This book will be
of great interest to researchers, academics and post-graduate
students in the fields of curriculum studies and curriculum theory.
In this cutting-edge volume, scholars from around the world connect
affect theory to the field of literacy studies and unpack the role
and influence of this emerging area of scholarship on literacy
education. Offering an introduction to affect theory and
scholarship as it relates to literacy studies, contributors discuss
the role of humanizing and dehumanizing influences on schooling and
examine the emotional and affective dimensions at individual and
communal levels. Arguing that an affective turn requires a radical
rethinking of the nature of literacy, these chapters address the
impact and import of emotion and affect on reading, writing and
calling to action. Grounded in trailblazing research, the
contributors push the boundaries of academic writing and model how
theoretically-driven writing about affect must itself be moving and
expressive.
This book collects recent and creative theorizing emerging in the
fields of curriculum studies and curriculum theory, through an
emphasis on provoking encounters. Drawn from a return to
foundational texts, the emphasis on an 'encountering' curriculum
highlights the often overlooked, pre-conceptual aspects of the
educational experience; these aspects include the physical,
emotional, and spiritual dimensions of teaching and learning. The
book highlights that immediate components of one's encounters with
education-across formal and informal settings-comprise a large part
of the teaching and learning processes. Chapters offer both close
readings of specific work from the curriculum theory archive, as
well as engagements with cutting-edge conceptual issues across
disciplinary lines, with contributions from leading and emerging
scholars across the field of curriculum studies. This book will be
of great interest to researchers, academics and post-graduate
students in the fields of curriculum studies and curriculum theory.
In this cutting-edge volume, scholars from around the world connect
affect theory to the field of literacy studies and unpack the role
and influence of this emerging area of scholarship on literacy
education. Offering an introduction to affect theory and
scholarship as it relates to literacy studies, contributors discuss
the role of humanizing and dehumanizing influences on schooling and
examine the emotional and affective dimensions at individual and
communal levels. Arguing that an affective turn requires a radical
rethinking of the nature of literacy, these chapters address the
impact and import of emotion and affect on reading, writing and
calling to action. Grounded in trailblazing research, the
contributors push the boundaries of academic writing and model how
theoretically-driven writing about affect must itself be moving and
expressive.
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