Engaging Curriculum Bridging the Curriculum Theory and English Education Divide Studies in Curriculum Theory Series
Auteur : Green Bill
Explicitly linking curriculum inquiry to English education via recurring themes of representation, democracy and knowledge, this book is a call for both researchers and practitioners to engage with curriculum, explicitly and deliberatively, as both a concept and a question. The approach is broadly conceptual and constitutes an exercise in theoretical and philosophical inquiry. While deeply informed by North American debates and developments, this book offers a distinctive counterpoint and a strategically ?ex-centric? perspective, being equally informed by the curriculum scene in Australia, as well as the UK and elsewhere. Divided into two sections, this book first addresses matters of general curriculum inquiry, while the second turns more specifically to English teaching and to associated questions of language, literacy and literature in L1 education. Green brings the two together through a critical examination of the Australian national curriculum, especially in its implications and challenges for English teaching, and with due regard for the project of transnational curriculum inquiry.
Introduction: Engaging Curriculum? Section I 1. Rethinking the Representation Problem in Curriculum Inquiry 2. Curriculum, Representation, Democracy 3. Addressing the Curriculum Problem in Doctoral Education 4. From Communication Studies to Curriculum Inquiry? 5. Curriculum AND Pedagogy? A Complicated Conversation 6. Teaching for Difference: Learning Theory and Post-Critical Pedagogy Section II7. Still Insisting on the Letter? Literacy Studies and Curriculum Inquiry 8. Reviving Rhetoric? English Teaching, the Literacy Challenge, and Curriculum Change 9. Curriculum, ‘English’ and Cultural Studies; or, Changing the Scene of English Teaching 10. A Question of Value: English Teaching, Cultural Studies, Curriculum Inquiry 11. English Teaching, the Knowledge Question and the National Curriculum 12. English in the Australian Curriculum: An ‘Exceptional’ Subject? Afterword: English Teaching as Curriculum Inquiry
Bill Green is Emeritus Professor of Education at Charles Sturt University, Australia.
Date de parution : 05-2019
15.2x22.9 cm
Date de parution : 09-2017
15.2x22.9 cm
Thème d’Engaging Curriculum :
Mots-clés :
Curriculum Inquiry; Critical Pedagogy Project; Bill Green; School Subject Studies; Engaging the Curriculum Theory and English Education Divide; Modernism Postmodernism Debate; curriculum theory; English Teaching; Doctoral Research Education; curriculum studies; English education; Post Critical Pedagogy; Australia; Key Curriculum Question; Antipodean; Social Reproduction; Global South; NLS; educational experience; Australian Curriculum; planning and design; English Curriculum History; representation; School Subject; democracy; Semiotic Society; doctoral education; Print Apparatus; Curriculum Field; National Curriculum Development; Reconceptualist Movement; Pinar’s Work; Representationalist Epistemology; National Curriculum Initiatives; National Curriculum Board; Professional Doctorate; Doctoral Research Supervision