This edited volume extends ecological approaches to curriculum theory by recognizing and building on the contributions of the late Chet A. Bowers to curriculum and ecological studies globally. Chapters provide in-depth explanation of Bowers' central contributions to the field, including his identification of the linguistic roots of ecological degradation; the need for school curricula to support sustainability; and the principles of cultural commons, eco-justice, and ecological intelligence. Building on these ideas and emphasizing the links between curriculum studies, social justice, and environmental education, the text illustrates how Bowers' ideas must now inform future approaches to schooling, teacher education, research, and Indigenous communities to guard against the global ecological crises we now face. This text will benefit researchers, academics, and educators with an interest in curriculum studies, sustainability education, and environmental studies in particular. Those interested in the sociology of education, educational change, and school reform will also benefit from the book.

This edited volume extends ecological approaches to curriculum theory by recognizing and building on the contributions of the late Chet A. Bowers to curriculum and ecological studies globally. Chapters provide in-depth explanation of Bowers' central contributions to the field, including his identification of the linguistic roots of ecological degradation; the need for school curricula to support sustainability; and the principles of cultural commons, eco-justice, and ecological intelligence. Building on these ideas and emphasizing the links between curriculum studies, social justice, and environmental education, the text illustrates how Bowers' ideas must now inform future approaches to schooling, teacher education, research, and Indigenous communities to guard against the global ecological crises we now face. This text will benefit researchers, academics, and educators with an interest in curriculum studies, sustainability education, and environmental studies in particular. Those interested in the sociology of education, educational change, and school reform will also benefit from the book.

This timely volume uniquely illustrates how currere can be applied to the process of decolonizing subjectivity. Centered around the experiences of one black woman from the third world, the text details the theoretical underpinnings of Currere towards Decolonizing (CTD), and walks the reader through the autobiographical analysis involved in dismantling cognitive colonization. Conceived as a four-part autobiographical process of remembering, identifying, imagining, and decolonizing, the method of CTD is demonstrated as a means of recognizing and reflecting on how the colonial project has been internalized, and of gradually dismantling the psychological, affective, and material impact of colonization. Using both theoretical and experiential standpoints, and intersecting with notions of anti-blackness, linguicide, and Africana womanhood, the volume moves curriculum theory urgently towards anti-colonial mechanisms that disrupt the colonizing process. This text will benefit researchers, academics, and educators in higher education with an interest in curriculum studies, post-colonialism, and Black studies more broadly. Those specifically interested in interpersonal psychoanalysis, as well as gender and third world studies, will also benefit from this book.

This collection of essays by established writers in postmodern pedagogy stakes out new conceptual territories, redefines the field, and presents a complete review of contemporary curriculum practice and theory in a single volume
Drawing upon contemporary research in political, feminist, theological, literary, and racial theory, this anthology reformulates the research methodologies of the discipline and creates a new paradigm for the study of curriculum into the next century. The contributors consider gender, identity, narrative and autobiography as vehicles for reviewing the current and future state of curriculum studies.Special Features
Presents new essays by established writers in postmodern pedagogy, Reviews curriculum studies through the filters of race, gender, identity, nattative, and autobiography, Offers in a single, affordable volume a complete review of contemporary curriculum practice and theory.

This collection of essays by established writers in postmodern pedagogy stakes out new conceptual territories, redefines the field, and presents a complete review of contemporary curriculum practice and theory in a single volume
Drawing upon contemporary research in political, feminist, theological, literary, and racial theory, this anthology reformulates the research methodologies of the discipline and creates a new paradigm for the study of curriculum into the next century. The contributors consider gender, identity, narrative and autobiography as vehicles for reviewing the current and future state of curriculum studies.Special Features
Presents new essays by established writers in postmodern pedagogy, Reviews curriculum studies through the filters of race, gender, identity, nattative, and autobiography, Offers in a single, affordable volume a complete review of contemporary curriculum practice and theory.

Les chercheurs canadiens qui ont participe a cet ouvrage collectif proposent une reponse a leurs preoccupations collectives qui portent essentiellement sur l'impact de la politique globale sur la formation des enseignants, et ce, afin d'etablir un dialogue franc et approfondi sur la formation des enseignants telle que pratiquee a notre epoque. Durant les deux premieres decennies du nouveau millenaire, le monde occidental a connu une augmentation sans precedent des analyses, des evaluations et des propositions les plus diverses portant sur la politique educative (du jardin d'enfant a la fin du secondaire). En consequence, la formation des enseignants a ete tres fortement impactee dans un contexte global ou les gouvernements considerent la reforme et la gestion de la formation des enseignants comme une composante clef de la restructuration de l'enseignement, et ce, afin que l'enseignement dispense soit plus competitif sur le plan economique. Force est de constater que cette approche s'est traduite par un niveau de standardisation indesirable et totalement injustifie. Pour garantir l'avenir de la formation des enseignants et donc de l'education publique, il est aujourd'hui fondamental d'imaginer des alternatives a l'homogeneisation de l'experience educative, qui resulte des politiques adoptees dans le cadre de la mondialisation. Dans cette perspective, il est necessaire de fournir aux enseignants et aux educateurs un vocabulaire et une terminologie specifiques qui leur permettent de definir et d'articuler leurs objectifs educatifs, au-dela de la notion reductrice de capital, tout en privilegiant les differents types d'experience educative qui preparent les jeunes a mener des vies satisfaisantes et utiles. En s'inspirant des enseignements tires du contexte canadien, les auteurs de cet ouvrage ont identifie et evalue l'importance d'une education professionnelle initiale et qui continue de favorise l'apprentissage et la liberte intellectuelle des enseignants ; promeut une appreciation critique et informee des specificites civiques et des circonstances historiques ; et favorise un engagement ethique (et donc pedagogique) qui prend en compte les idees et les antecedents des enseignants et de leurs eleves et les considerent comme des themes cruciaux de la formation globale des enseignants. Ce livre est publie en anglais - In this collection, Canadian scholars articulate a response to their collective concerns about the impact of global policy on teacher education, provoking a far-reaching dialogue about teacher education in and for our times. The first two decades of the new millennium have witnessed unprecedented appraisal, analysis, and educational policy formulations related to teaching (K-12) across the Western world. In turn, teacher education has been greatly impacted, as governments around the world see the reform and management of teacher education as a key component in restructuring education toward greater economic competitiveness. The result has been an unwarranted and undesirable level of standardization. It is vital to the future of teacher education, and concomitantly public education, that we imagine alternatives to the homogenization of the educational experience that globalizing policies install. What is needed are vocabularies that enable educators and teacher educators to discern and articulate educational purposes beyond capital and which focus on the kinds of educational experiences that can help prepare the young to lead good and worthwhile lives. Using lessons learned from the Canadian context, the authors identify and investigate the importance of initial and continuing professional education that fosters teachers' intellectual freedom and study; advances an informed and critical appreciation of civic particularity and historical circumstance; and cultivates ethical (i.e., pedagogical) engagement with ideas and histories-teachers' own and their students-as crucial themes of teacher education globally. This book is published in English