Reconceptualizing Curriculum Development Inspiring and Informing Action Studies in Curriculum Theory Series

Reconceptualizing Curriculum Development provides accessible, clear guidance on curriculum problem solving and educational leadership through the practice of a synoptic curriculum study. This practice integrates three influential interpretations of curriculum?curriculum as deliberative artistry, curriculum as complicated conversation, and curriculum as currere?with John Dewey?s lifetime work on reflective inquiry. At its heart, the book advances a way of studying as a way of living with reference to the question: How might I live as a democratic educator?

The study guidance is organized as an open-ended scaffolding of three embedded reflective inquiries informed by four deliberative conversations. Study recommendations are provided by a carefully selected team. The field-tested study-based approach is illustrated through a multi-layered, multi-voiced narrative collage of four experienced teachers? personal journeys of understanding in a collegial study context. Applying William Pinar?s argument that a "conceptual montage" enabling teachers to lead complicated conversations should be the focus for curriculum development in the field?s current ?post-reconceptualist? moment, the book moves forward the educational aim of facilitating a holistic subject/self/social understanding through the practice of a balanced hermeneutics of suspicion and trust. It closes with a discussion of cross-cultural collaboration and advocacy, reflecting the interest of curriculum scholars in a wide range of countries in this study-based, lead-learning approach to curriculum development.

Contents

Foreword (William F. Pinar)
Preface (James G. Henderson)

Chapter 1—A New Curriculum Development: Inspiration and Rationale (James G. Henderson)

Part I: Lead-Learning Invitations (James G. Henderson)
Chapter 2—Teaching for Holistic Understanding: Inspirational Events in Study and Practice (Daniel J. Castner)
Chapter 3—Embodying Holistic Understanding: Democratic Being in Trying Times (Jennifer L. Schneider)
Chapter 4—Sowing Holistic Understanding: Building a Disciplinary Community (Christine Fishman)
Chapter 5—Deliberative Conversation: Cross-Paradigm Critique and Negotiation (Wendy Samford)
Chapter 6—Deliberative Conversation: Possibilities of Equity in Everyday Schooling (Boni Wozolek)
Chapter 7—Deliberative Conversation: Consciousness-Raising for Democratic Interdependence (Beth A. Bilek-Golias)
Chapter 8—Deliberative Conversation: Inspiriting Teaching through Mythopoetic Inspiration (Petra Pienkosky Moran)

Part II: Collegial Stories and Commentary (James G. Henderson)
Chapter 9—Lead-Learning Stories: A Narrative Montage (Jen Griest, Jennifer L. Schneider, Susan School, & Konni Stagliano)
Chapter 10—Generative Leadership: Protecting the Good Work (Catherine E. Hackney)
Chapter 11—Build It and They Will Come: A Cross-Cultural Conversation on Lead-Learning Possibilities and Challenges (Tero Autio, Aboudou Hamidou Berthé, Donna Adair Breault, Rosemary Gornik, Thomas E. Kelly, Kauko Komulainen, & Wen-Ling Lou)

About the Book’s Collaborative Team
References
Index

James G. Henderson is Co-Coordinator, Teacher Leader Endorsement Program, Kent State University, USA.