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Curriculum Windows: What Curriculum Theorists of the 1990s Can
Teach Us about Schools and Society Today is an effort by students
of curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists of the 1990s in
contemporary terms. The authors explore how key books/authors from
the curriculum field of the 1990s illuminate new possibilities
forward for us as scholar educators today: How might the theories,
practices, and ideas wrapped up in curriculum texts of the 1990s
still resonate with us, allow us to see backward in time and
forward in time - all at the same time? How might these figurative
windows of insight, thought, ideas, fantasy, and fancy make us
think differently about curriculum, teaching, learning, students,
education, leadership, and schools? Further, how might they help us
see more clearly, even perhaps put us on a path to correct the
mistakes and missteps of intervening decades and of today? The
chapter authors and editor revisit and interpret several of the
most important works in the curriculum field of the 1990s. The
book's Foreword is by renowned curriculum theorist William H.
Schubert.
Curriculum Windows: What Curriculum Theorists of the 1990s Can
Teach Us about Schools and Society Today is an effort by students
of curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists of the 1990s in
contemporary terms. The authors explore how key books/authors from
the curriculum field of the 1990s illuminate new possibilities
forward for us as scholar educators today: How might the theories,
practices, and ideas wrapped up in curriculum texts of the 1990s
still resonate with us, allow us to see backward in time and
forward in time - all at the same time? How might these figurative
windows of insight, thought, ideas, fantasy, and fancy make us
think differently about curriculum, teaching, learning, students,
education, leadership, and schools? Further, how might they help us
see more clearly, even perhaps put us on a path to correct the
mistakes and missteps of intervening decades and of today? The
chapter authors and editor revisit and interpret several of the
most important works in the curriculum field of the 1990s. The
book's Foreword is by renowned curriculum theorist William H.
Schubert.
Towards Anti-Racist Educational Research: Radical Moments and
Movements is a call for educational researchers and teachers to
engage in the work needed to be anti-racist. In the academy, there
is no place for neutrality when it comes to race. One either
endorses the idea of a racial hierarchy or that of racial equality.
Educators and researchers either believe problems are rooted in
groups of people or locate the roots of problems in power and
policies. Therefore, we can either allow racial inequities to
continue or confront racial inequities. Delane Bender-Slack and
Francis Godwyll work to confront those racial inequities in
educational research. As they continue to grapple with their role
in radical moments and movements-from various identities,
perspectives, and positionalities-they strive to identify their
intellectual, social, and cultural labor in their research, and in
this writing, as anti-racist. The editors define what it could mean
to be anti-racist in research methods, projects, and agendas, and
they pose the following questions: How do we ask anti-racist
research questions? How do we create anti-racist curricula? How do
we design anti-racist policies? What does it mean to be racially
humanizing educational researchers? How do we intentionally work
towards racial justice?
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