This unique collection of essays from emerging and established curriculum theory scholars documents individuals’ personal encounters and lingering interactions with Ted T. Aoki and his scholarship. The work illuminates the impact of Aoki’s lifework both theoretically and experientially. Featuring many of the field’s top scholars, the text reveals Aoki’s historical legacy and the contemporary significance of his work for educational research and practice. The influence of Aoki’s ideas, pedagogy, and philosophy on lived curriculum is vibrantly examined. Themes include tensionality, multiplicity, and bridging of difference. Ultimately, the text celebrates an Aokian "way of being" whilst engaging a diversity of perspectives, knowledges, and philosophies in education to reflect on the contribution of his work and its continual enrichment of curriculum scholarship today. This text will benefit researchers, academics, and educators with an interest in curriculum studies, educational research, teacher education, and the philosophy of education more broadly. Those specifically interested in international and comparative education, as well as interdisciplinary approaches – which include perspectives in arts, language and literacy, sciences, technology, and higher education curriculum – will also benefit from this book.

- The book represents a novel contribution authored by William F. Pinar, a world-leading scholar in the field of Curriculum Studies. - The volume builds on Pinar's seminal methodological contribution to the field - currere - and advances this to offer a praxis of presence as a means of responding to contemporary crises. - Although a praxis of presence is more widely applicable as a methodological approach, this volume applies it specifically to timely issues relating to increased use of technology in education, and by young people more generally.

The latest volume in the World Yearbook of Education Series explores the relationship between education and the globally prevalent principle of nationalism. This book identifies the diverse ways in which educational policies, discourses, curricula and pedagogy embed and promote the concept of "the nation" both historically and in the age of globalization. By challenging accounts owed to the discourse of "globalization" which conceal the presence of national epistemologies and interests in education, this book offers important insights into the role of education in making nationalism one of the most enduring and yet easily obscured forces of our time. Organized into four sections, this book looks at the following main issues: Historical (re)production of the nation considers how countries consider and reproduce their national identity and how this is built on their history Hegemonic aspirations and interventions examines how instruction technologies developed during the Cold War have been propagated and disseminated around the world, how the development of educational policy based on the human capital theory emerged, and analyzes the extent to which tech companies are intent on establishing an imperial order of learning Imperial policies and resurgences of nationalisms explores how global or imperial policies have been indulged in different parts of the world and how new forms of nationalism have been emerging Paradoxes, inconsistencies, and a self-reflection focuses on nations acting imperially as sites of domestic injustices, addresses unresolved paradoxes between the global and the national and includes a historically informed critical review of the World Yearbooks of Education Bringing together the voices of researchers from around the globe, The World Yearbook of Education 2022 is ideal reading for anyone interested in learning how nationalism has affected the expansion of education systems and how its imperial aspirations are currently affecting education policy and practice. Chapter 5 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution (CC-BY) 4.0 license.

- The book represents a novel contribution authored by William F. Pinar, a world-leading scholar in the field of Curriculum Studies. - The volume builds on Pinar's seminal methodological contribution to the field - currere - and advances this to offer a praxis of presence as a means of responding to contemporary crises. - Although a praxis of presence is more widely applicable as a methodological approach, this volume applies it specifically to timely issues relating to increased use of technology in education, and by young people more generally.

This unique collection of essays from emerging and established curriculum theory scholars documents individuals' personal encounters and lingering interactions with Ted T. Aoki and his scholarship. The work illuminates the impact of Aoki's lifework both theoretically and experientially. Featuring many of the field's top scholars, the text reveals Aoki's historical legacy and the contemporary significance of his work for educational research and practice. The influence of Aoki's ideas, pedagogy, and philosophy on lived curriculum is vibrantly examined. Themes include tensionality, multiplicity, and bridging of difference. Ultimately, the text celebrates an Aokian "way of being" whilst engaging a diversity of perspectives, knowledges, and philosophies in education to reflect on the contribution of his work and its continual enrichment of curriculum scholarship today. This text will benefit researchers, academics, and educators with an interest in curriculum studies, educational research, teacher education, and the philosophy of education more broadly. Those specifically interested in international and comparative education, as well as interdisciplinary approaches - which include perspectives in arts, language and literacy, sciences, technology, and higher education curriculum - will also benefit from this book.

The latest volume in the World Yearbook of Education Series explores the relationship between education and the globally prevalent principle of nationalism. This book identifies the diverse ways in which educational policies, discourses, curricula and pedagogy embed and promote the concept of "the nation" both historically and in the age of globalization. By challenging accounts owed to the discourse of "globalization" which conceal the presence of national epistemologies and interests in education, this book offers important insights into the role of education in making nationalism one of the most enduring and yet easily obscured forces of our time. Organized into four sections, this book looks at the following main issues: Historical (re)production of the nation considers how countries consider and reproduce their national identity and how this is built on their history. Hegemonic aspirations and interventions examines how instruction technologies developed during the Cold War have been propagated and disseminated around the world, how the development of educational policy based on the human capital theory emerged, and analyzes the extent to which tech companies are intent on establishing an imperial order of learning. Imperial policies and resurgences of nationalisms explores how global or imperial policies have been indulged in different parts of the world and how new forms of nationalism have been emerging. Paradoxes, inconsistencies, and a self-reflection focuses on nations acting imperially as sites of domestic injustices, addresses unresolved paradoxes between the global and the national and includes a historically informed critical review of the World Yearbooks of Education. Bringing together the voices of researchers from around the globe, The World Yearbook of Education 2022 is ideal reading for anyone interested in learning how nationalism has affected the expansion of education systems and how its imperial aspirations are currently affecting education policy and practice.

In this volume, Pinar enacts his theory of curriculum, detailing the relations among knowledge, history, and alterity. The introduction is Pinar's intellectual life history, naming the contributions he has made to understanding educational experience. Study is the center of educational experience, as he demonstrates in the opening chapter. The alterity of educational experience is evident in his conceptions of disciplinarity and internationalization, interrelated projects of historicization, dialogical encounter, and recontextualization. By reactivating the past, not by instrumentalizing the present, we can find the future, explicated in his studies of the Eight-Year Study, the Tyler Rationale, and the gendering and racialization of U.S. school reform. The interrelation of race and gender is emphasized in the chapters on Ida B. Wells and Jane Addams. The technologization of education is critiqued through analysis of the achievements of George Grant and Pier Paolo Pasolini. The educational project of subjective and social reconstruction is explored through study of Musil's essayism, a genre that corrects the problems accompanying ethnography and created by identity politics.

Ted T. Aoki, the most prominent curriculum scholar of his generation in Canada, has influenced numerous scholars around the world. "Curriculum in a New Key" brings together his work, over a 30-year span, gathered here under the themes of reconceptualizing curriculum; language, culture, and curriculum; and narrative. Aoki's "oeuvre" is utterly unique--a complex interdisciplinary configuration of phenomenology, post-structuralism, and multiculturalism that is both theoretically and pedagogically sophisticated and speaks directly to teachers, practicing and prospective.
"Curriculum in a New Key: The Collected Works of Ted T. Aoki" is an invaluable resource for graduate students, professors, and researchers in curriculum studies, and for students, faculty, and scholars of education generally.

In 1969, Bill Pinar was privileged to study with Dwayne Huebner at Teachers College. In a large room with 70 others, he watched an extraordinary figure in the distance--speaking a tongue few of them grasped--whom they all found compelling. They knew they were in the presence of a most remarkable and learned man. Huebner helped create the world which contemporary curriculum scholars now inhabit and labor to recreate as educators and theoreticians. His generative influence has been evident in many discourses, including the political, the phenomenological, the aesthetic, and the theological. This volume situates Huebner's work historically, emphasizing the ways it foreshadowed the reconceptualization of the field in the 1970s.

Theoretical studies in curriculum have begun to move into cultural studies--one vibrant and increasingly visible sector of which is queer theory. "Queer Theory in Education" brings together the most prominent and promising scholars in the field of education--primarily but not exclusively in curriculum--in the first volume on queer theory in education. In his perceptive introduction, the editor outlines queer theory as it is emerging in the field of education, its significance for all scholars and teachers, and its relation to queer theory in literacy theory and more generally, in the humanities.

Maxine Greene is the most important philosopher of education in the United States today. The author of Teacher as Stranger (1973), Landscapes of Learning (1978), Dialectic of Freedom (1988), and Releasing the Imagination (1995), Greene has influenced tens of thousands of teachers in North America as well as her colleagues in philosophy of education, teacher education, and curriculum studies. While widely cited, Greene has not - until now - been the subject of sustained scholarly analysis and investigation. William F. Pinar has organized a systematic study of Greene's contribution from several points of view: studies of the four books; studies of the intellectual and aesthetic influences upon her theory; and her influence on the various specializations within the broad field of education: the teaching of English, arts education, philosophy of education, curriculum studies, religious education, cognitive theory, and theory of teaching. The book opens and concludes with Maxine Greene's own autobiographical statements.

This collection of work is an analysis and investigation into Maxine Greene. As a philosopher of education in the US, she has had influence over many teachers, her colleagues in philosophy of education, teacher education and curriculum studies. William F. Pinar has organized a study of Greene's contribution from several points of view: studies of the four books, studies of the intellectual and aesthetic influences upon her theory, and her influence on the various specializations within the broad field of education, and the teaching of English, arts, education, philosophy of education, curriculum studies, religious education, cognitive theory, and theory of teaching. Another feature of the work is the autobiographical statements made by Greene herself.

Theoretical studies in curriculum have begun to move into cultural studies--one vibrant and increasingly visible sector of which is queer theory. "Queer Theory in Education" brings together the most prominent and promising scholars in the field of education--primarily but not exclusively in curriculum--in the first volume on queer theory in education. In his perceptive introduction, the editor outlines queer theory as it is emerging in the field of education, its significance for all scholars and teachers, and its relation to queer theory in literacy theory and more generally, in the humanities.

Continuing its calling to define the field and where it is going, the Second Edition of this landmark handbook brings up to date its comprehensive reportage of scholarly developments and school curriculum initiatives worldwide, providing a panoramic view of the state of curriculum studies globally. Its international scope and currency and range of research and theory reflect and contribute significantly to the ongoing internationalization of curriculum studies and its growth as a field worldwide.

Changes in the Second Edition:

• Five new or updated introductory chapters pose transnational challenges to key questions curriculum research addresses locally.
• Countries absent in the First Edition are represented: Chile, Colombia, Cypress, Ethiopia, Germany, Iran, Luxembourg, Nigeria, Peru, Poland, Portugal, Singapore, South Africa, Spain, and Switzerland.
• 39 new or updated chapters on curriculum research in 34 countries highlight curriculum research that is not widely known in North America.

This handbook is an indispensable resource for prospective and practicing teachers, for curriculum studies scholars, and for education students around the world.

Continuing its calling to define the field and where it is going, the Second Edition of this landmark handbook brings up to date its comprehensive reportage of scholarly developments and school curriculum initiatives worldwide, providing a panoramic view of the state of curriculum studies globally. Its international scope and currency and range of research and theory reflect and contribute significantly to the ongoing internationalization of curriculum studies and its growth as a field worldwide.

Changes in the Second Edition:

• Five new or updated introductory chapters pose transnational challenges to key questions curriculum research addresses locally.
• Countries absent in the First Edition are represented: Chile, Colombia, Cypress, Ethiopia, Germany, Iran, Luxembourg, Nigeria, Peru, Poland, Portugal, Singapore, South Africa, Spain, and Switzerland.
• 39 new or updated chapters on curriculum research in 34 countries highlight curriculum research that is not widely known in North America.

This handbook is an indispensable resource for prospective and practicing teachers, for curriculum studies scholars, and for education students around the world.

Ted T. Aoki, the most prominent curriculum scholar of his generation in Canada, has influenced numerous scholars around the world. "Curriculum in a New Key" brings together his work, over a 30-year span, gathered here under the themes of reconceptualizing curriculum; language, culture, and curriculum; and narrative. Aoki's "oeuvre" is utterly unique--a complex interdisciplinary configuration of phenomenology, post-structuralism, and multiculturalism that is both theoretically and pedagogically sophisticated and speaks directly to teachers, practicing and prospective.
"Curriculum in a New Key: The Collected Works of Ted T. Aoki" is an invaluable resource for graduate students, professors, and researchers in curriculum studies, and for students, faculty, and scholars of education generally.

Pinar positions himself against three pressing problems of the profession:

• the crime of collectivism that identity politics commits,
• the devaluation of academic knowledge by the programmatic preoccupations of teacher education, and
• the effacement of educational experience by standardized testing.

A cosmopolitan curriculum, Pinar argues, juxtaposes the abstract and the concrete, the collective and the individual: history and biography, politics and art, public service and private passion. Such a curriculum provides passages between the subjective and the social, and in so doing, engenders that worldliness a cosmopolitan education invites. Such worldliness is vividly discernible in the lives of three heroic individuals: Jane Addams (1860-1935), Laura Bragg (1881-1978), and Pier Paolo Pasolini (1922-1975). What these disparate individuals demonstrate is the centrality of subjectivity in the cultivation of cosmopolitanism. Subjectivity takes form in the world, and the world is itself reconstructed by subjectivity s engagement with it.

In this intriguing, thought-provoking, and nuanced work, Pinar outlines a cosmopolitan curriculum focused on passionate lives in public service, providing one set of answers to how the field accepts and attends to the inextricably interwoven relations among intellectual rigor, scholarly erudition, and intense but variegated engagement with the world.

This primer for prospective and practicing teachers asks students to question the historical present and their relation to it, and in so doing, reflect on their own understandings of what it means to teach, to study, to educate, and to become educated in the present moment in the places we inhabit. Not only the implementation of objectives to be assessed by standardized tests, curriculum is communication among older and younger generations, informed by academic knowledge, and characterized by educational experience. Pinar's concept of currere-the Latin infinitive of curriculum-is invoked to provide an autobiographical method for self-study, enabling both individuals and groups to understand teaching as passionate participation in the complicated conversation that is the curriculum. New to the Third Edition: A new allegory-of-the-present: the Harlem Renaissance New section on technology New section on the future of curriculum Expanded section on Freedom Schools Educators depicted as truth-tellers in this "post-truth" era of "fake news" Provocative, compelling, and controversial, What Is Curriculum Theory? remains indispensable for scholars and students of curriculum studies, teacher education, educational policy, and the foundations of education.

What goes on in a classroom? can mean "Are teachers imparting knowledge that will raise test scores?" or it can mean much more. In this series of essays, Block addresses the nature of the classroom as a place for encounter and engagements: with curriculum materials and books, between teachers and students, and with the self.

What goes on in a classroom? can mean "Are teachers imparting knowledge that will raise test scores?" or it can mean much more. In this series of essays, Block addresses the nature of the classroom as a place for encounter and engagements: with curriculum materials and books, between teachers and students, and with the self.

In this volume, Pinar enacts his theory of curriculum, detailing the relations among knowledge, history, and alterity. The introduction is Pinar's intellectual life history, naming the contributions he has made to understanding educational experience. Study is the center of educational experience, as he demonstrates in the opening chapter. The alterity of educational experience is evident in his conceptions of disciplinarity and internationalization, interrelated projects of historicization, dialogical encounter, and recontextualization. By reactivating the past, not by instrumentalizing the present, we can find the future, explicated in his studies of the Eight-Year Study, the Tyler Rationale, and the gendering and racialization of U.S. school reform. The interrelation of race and gender is emphasized in the chapters on Ida B. Wells and Jane Addams. The technologization of education is critiqued through analysis of the achievements of George Grant and Pier Paolo Pasolini. The educational project of subjective and social reconstruction is explored through study of Musil's essayism, a genre that corrects the problems accompanying ethnography and created by identity politics.

This primer for prospective and practicing teachers asks students to question the historical present and their relation to it, and in so doing, reflect on their own understandings of what it means to teach, to study, to educate, and to become educated in the present moment in the places we inhabit. Not only the implementation of objectives to be assessed by standardized tests, curriculum is communication among older and younger generations, informed by academic knowledge, and characterized by educational experience. Pinar's concept of currere-the Latin infinitive of curriculum-is invoked to provide an autobiographical method for self-study, enabling both individuals and groups to understand teaching as passionate participation in the complicated conversation that is the curriculum. New to the Third Edition: A new allegory-of-the-present: the Harlem Renaissance New section on technology New section on the future of curriculum Expanded section on Freedom Schools Educators depicted as truth-tellers in this "post-truth" era of "fake news" Provocative, compelling, and controversial, What Is Curriculum Theory? remains indispensable for scholars and students of curriculum studies, teacher education, educational policy, and the foundations of education.

William F. Pinar presents a comprehensive and original study that demonstrates the significance and pertinence of the scholarship of George Grant for teaching today. While there are studies of Grant's political philosophy, there has been no sustained study of his teaching. Pinar not only draws upon the collected works; he has also consulted Grant's PhD thesis at Oxford, as well as the philosopher's biography, collected letters, and the vast secondary literature. What emerges is a treatise that reveals Grant's timeliness and his prescience in identifying and critiquing key educational issues nearly half a century ago, from academic vocationalism and educational technology to privatization and the ascendency of research-issues that are eminently relevant today. Beyond the classroom, Grant's concerns extended to the impact of economic globalization which, he feared, would erase distinctive national histories and cultures. As such, Grant foresaw the current issues of right-wing populism, notably in the UK and the US, as reactions against these historical tendencies. This volume is destined to become an indispensable reference work for students of Grant in particular and for students of education in general. This book is published in English. - S'il existe des etudes portant sur la philosophie politique et la theologie de George Grant, il n'y avait jusqu'a maintenant aucune etude soutenue sur son enseignement et, plus precisement, sur la relation de son approche pedagogique a celles-ci. Aucune etude ne puisait de facon aussi poussee a l'oeuvre complete - y compris a ses presentations aux enseignants et a sa these doctorale d'Oxford en philosophie - ou a sa biographie, sa correspondance, et la vaste litterature secondaire. Concu comme livre de reference pour les adeptes de Grant de meme que comme un manuel pour les etudiants en education, cet ouvrage arrive a point nomme. Pinar souligne la prescience de Grant, qui identifiait et critiquait il y a deja cinquante ans des questions d'ordre educationnel - vocation academique, technologie pedagogique, privatisation de l'enseignement, ascendance de la recherche sur l'enseignement - qui sont d'actualite. Grant etait aussi preoccupe par le destin de ce qu'il appelait la particularite au Canada et a l'etranger, et s'inquietait que la mondialisation economique effacerait les histoires et cultures nationales distinctives. Un etat mondial, universel et homogene les remplacerait, ce qui representerait la pire tyrannie infligee a l'humanite. Grant avait vu venir le populisme de droite que l'on voit actuellement prendre prise notamment au Royaume-Uni et aux Etats-Unis, comme reaction a ces tendances historiques. Ce livre est publie en anglais.

Perhaps not since Ralph Tyler's Basic Principles of Curriculum and Instruction (1949) has a book communicated the field as completely as Understanding Curriculum. From historical discourses to breaking developments in feminist, poststructuralist, and racial theory, including chapters on political theory, phenomenology, aesthetics, theology, international developments, and a lengthy chapter on institutional concerns, the American curriculum field is here. It will be an indispensable textbook for undergraduate and graduate courses alike.