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Contemplating Curriculum takes up world-renowned curricular
scholar, teacher, and mentor Ted T. Aoki's invitation to
contemplate where curriculum scholars situate themselves in their
work. At the same time it probes into the historical and present
conditions that make it both possible and impossible to attend to
this work in classrooms and communities in mindful, embodied, and
aesthetic ways, both locally and globally. The book offers a strong
representative sampling of contemporary thinking in the field with
a focus on contemplative approaches to curriculum. In their
theorizing, contributors call on literary and other mixed-genre
formats, such as creative nonfiction, poetry, and essay. They
acknowledge the importance of intergenerational dialogue and
recognize the importance of time and place in curricular,
pedagogical, and personal sense-making. These written and visual
texts invite contemplation on notions of curriculum, both planned
and lived, in an Aokian spirit of intertextuality.
Contemplating Curriculum takes up world-renowned curricular
scholar, teacher, and mentor Ted T. Aoki's invitation to
contemplate where curriculum scholars situate themselves in their
work. At the same time it probes into the historical and present
conditions that make it both possible and impossible to attend to
this work in classrooms and communities in mindful, embodied, and
aesthetic ways, both locally and globally. The book offers a strong
representative sampling of contemporary thinking in the field with
a focus on contemplative approaches to curriculum. In their
theorizing, contributors call on literary and other mixed-genre
formats, such as creative nonfiction, poetry, and essay. They
acknowledge the importance of intergenerational dialogue and
recognize the importance of time and place in curricular,
pedagogical, and personal sense-making. These written and visual
texts invite contemplation on notions of curriculum, both planned
and lived, in an Aokian spirit of intertextuality.
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