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In this collection of writing and reflection, readers are invited
to reclaim the connection between curriculum studies and the work
of educators in schools and society. As the curriculum field has
grown more complex and theoretical, our schools have become more
corporatized, standardized, and dehumanized. This volume focuses on
curriculum theory's power to assist practitioners in creating
positive change. Chapters highlight the work of seven influential
curriculum studies scholars: Maxine Greene, Gloria Ladson-Billings,
Janet Miller, William Pinar, William Schubert, William Watkins, and
Carter G. Woodson. After introducing and contextualizing the work
of each featured theorist, the text includes chapters by
scholar-practitioners working as K–12 teachers, teacher
educators, and community educators who have been influenced by the
theorist's ideas. These essays illustrate how curriculum studies
scholarship influences practice in a variety of places; explore the
ways that curriculum studies theorizing can be an intervention
against technical pedagogical or curricular approaches; and focus
on the importance of "conversations" between theory and practice.
Book Features: Presents a historical overview of curriculum studies
by recounting a brief history of the field from the 1800s through
the present. Provides a beginner-friendly introduction to seven
highly influential theorists in the field of curriculum studies.
Pairs the ideas of key curriculum scholars with practitioners who
illustrate how curriculum studies theories influence their
practice. Concludes with a chapter that highlights key themes and
calls for increased focus on curriculum work in schools. Includes
an appendix of curriculum studies resources, including key
journals, conferences, organizations, and suggestions for future
reading.
In this collection of writing and reflection, readers are invited
to reclaim the connection between curriculum studies and the work
of educators in schools and society. As the curriculum field has
grown more complex and theoretical, our schools have become more
corporatized, standardized, and dehumanized. This volume focuses on
curriculum theory's power to assist practitioners in creating
positive change. Chapters highlight the work of seven influential
curriculum studies scholars: Maxine Greene, Gloria Ladson-Billings,
Janet Miller, William Pinar, William Schubert, William Watkins, and
Carter G. Woodson. After introducing and contextualizing the work
of each featured theorist, the text includes chapters by
scholar-practitioners working as K–12 teachers, teacher
educators, and community educators who have been influenced by the
theorist's ideas. These essays illustrate how curriculum studies
scholarship influences practice in a variety of places; explore the
ways that curriculum studies theorizing can be an intervention
against technical pedagogical or curricular approaches; and focus
on the importance of "conversations" between theory and practice.
Book Features: Presents a historical overview of curriculum studies
by recounting a brief history of the field from the 1800s through
the present. Provides a beginner-friendly introduction to seven
highly influential theorists in the field of curriculum studies.
Pairs the ideas of key curriculum scholars with practitioners who
illustrate how curriculum studies theories influence their
practice. Concludes with a chapter that highlights key themes and
calls for increased focus on curriculum work in schools. Includes
an appendix of curriculum studies resources, including key
journals, conferences, organizations, and suggestions for future
reading.
Students, parents, and educators at all levels are increasingly
frustrated, demoralized, burned out, and discontented with
education and schooling today. At no previous time has it been more
necessary to revitalize hope in the promise of education or to
reestablish joy in teaching and learning than the current moment.
In this timely and inspirational volume, authors from diverse
disciplines consider and affirm the many places across curriculum
and context where hope and joy are or can be strong and vibrant.
Drawing on the life-affirming ideals of renowned education
philosopher and school founder Daisaku Ikeda, Hope and Joy in
Education will reenergize educational research, theory, and
practice. Featuring contributions from such luminaries as Theodorea
Berry, Cynthia Dillard, Walter Gershon, Francyne Huckaby, Johnny
Lupinacci, and Anita Patterson, this book reminds readers that the
classroom is still a magical space, brimming with the brilliant and
creative energy of young people.Book Features: Illustrates the
power of Daisaku Ikeda's ideas to confront the challenging societal
contexts and conditions that schools and educators face day in and
day out. Shares narratives that employ critical and antiracist
lenses to examine the authors' own activist work with different
populations across multiple contexts. Considers Daisaku Ikeda's
contributions relative to established and emerging trends in
education, including the Deweyan tradition, ecojustice education,
critical race feminism, and others. Provides cross-cultural
examples and insights bolstering the current resurgence of
humanistic, qualitative aspects of teaching and learning. Shows how
the essential qualities of hope and joy fortify fields and themes
that have been squeezed out by political agendas and standardized
testing.
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