Reconceptualizing Curriculum Development provides accessible, clear guidance on curriculum problem solving and educational leadership through the practice of a synoptic curriculum study. This practice integrates three influential interpretations of curriculum-curriculum as deliberative artistry, curriculum as complicated conversation, and curriculum as currere-with John Dewey's lifetime work on reflective inquiry. At its heart, the book advances a way of studying as a way of living with reference to the question: How might I live as a democratic educator? The study guidance is organized as an open-ended scaffolding of three embedded reflective inquiries informed by four deliberative conversations. Study recommendations are provided by a carefully selected team. The field-tested study-based approach is illustrated through a multi-layered, multi-voiced narrative collage of four experienced teachers' personal journeys of understanding in a collegial study context. Applying William Pinar's argument that a "conceptual montage" enabling teachers to lead complicated conversations should be the focus for curriculum development in the field's current 'post-reconceptualist' moment, the book moves forward the educational aim of facilitating a holistic subject/self/social understanding through the practice of a balanced hermeneutics of suspicion and trust. It closes with a discussion of cross-cultural collaboration and advocacy, reflecting the interest of curriculum scholars in a wide range of countries in this study-based, lead-learning approach to curriculum development.

Reconceptualizing Curriculum Development provides accessible, clear guidance on curriculum problem solving and educational leadership through the practice of a synoptic curriculum study. This practice integrates three influential interpretations of curriculum curriculum as deliberative artistry, curriculum as complicated conversation, and curriculum as "currere" with John Dewey s lifetime work on reflective inquiry. At its heart, the book advances "a way of studying "as "a way of living "with reference to the question: How might I live as a democratic educator?

The study guidance is organized as an open-ended scaffolding of three embedded reflective inquiries informed by four deliberative conversations. Study recommendations are provided by a carefully selected team. The field-tested study-based approach is illustrated through a multi-layered, multi-voiced narrative collage of four experienced teachers personal journeys of understanding in a collegial study context. Applying William Pinar s argument that a "conceptual montage" enabling teachers to lead complicated conversations should be the focus for curriculum development in the field s current post-reconceptualist moment, the book moves forward the educational aim of facilitating a holistic subject/self/social understanding through the practice of a balanced hermeneutics of suspicion and trust. It closes with a discussion of cross-cultural collaboration and advocacy, reflecting the interest of curriculum scholars in a wide range of countries in this study-based, lead-learning approach to curriculum development."

Russia offers a fascinating example of the contrast between the attractions of a vast hydrocarbon resource base to major oil and gas companies and the problems that can be encountered in trying to invest in it. International Partnership in Russia provides a unique insight into the joint ventures which have been formed between domestic and international partners in Russia during the post-Soviet era. It outlines the highs and lows in their fortunes and analyses the reasons for their successes and failures, developing an original theory on the bargaining relationship between foreign and domestic partners in a weak institutional environment such as Russia. It provides a new strategy for partner engagement based on theoretical analysis, interviews with key players and the experiences of one of the authors at Russia's largest international partnership to date, TNK-BP. This book will be indispensable reading for energy economists, senior executives at oil and gas companies with exposure to Russia and other countries where local knowledge is vital for success, as well as for finance practitioners working in energy markets.

This book is a study of the literary strategies which the first professional philosophers used to market their respective disciplines. Philosophers of fourth-century BCE Athens developed the emerging genre of the "protreptic" (literally, "turning" or "converting"). Simply put, protreptic discourse uses a rhetoric of conversion that urges a young person to adopt a specific philosophy in order to live a good life. The author argues that the fourth-century philosophers used protreptic discourses to market philosophical practices and to define and legitimize a new cultural institution: the school of higher learning (the first in Western history). Specifically, the book investigates how competing educators in the fourth century produced protreptic discourses by borrowing and transforming traditional and contemporary "voices" in the cultural marketplace. They aimed to introduce and promote their new schools and define the new professionalized discipline of "philosophy." While scholars have typically examined the discourses and practices of Plato, Isocrates, and Aristotle in isolation from one another, this study rather combines philosophy, narratology, genre theory, and new historicism to focus on the discursive interaction between the three philosophers: each incorporates the discourse of his competitors into his protreptics. Appropriating and transforming the discourses of their competition, these intellectuals created literary texts that introduced their respective disciplines to potential students.

International Partnership in Russia provides a unique insight into the joint ventures formed by international oil companies in Russia during the post-Soviet era. It outlines the highs and lows in their fortunes and analyses the reasons for their successes and failures.