Seeking to encourage reflective and critical thinking about the teaching of curriculum, this volume focuses on educational empowerment through curriculum studies. Four starting points are presented from which the curriculum teacher may proceed - self, teacher, community and field.
The aim of the editors of this volume is to encourage reflective and critical thinking about the teaching of curriculum through the contributions of some of the best-known curriculum scholars and the respected teachers whom they have most influenced: Frances Klein, William Doll, Andrea Bowman, Nelson Haggerson, Ken Kantor, Janet Miller, George Wood, Landon Beyer, William Pink, Robert Donmoyer, Jean Erdman, Edmund Short, William Schubert, Paul Shaker, Craig Kridel, Arthur Foshay and Louise Berman. Educational empowerment through curriculum studies is their common theme, as the contributors address the question: what are the critical concepts, related teaching resources, and predagogical techniques that curriculum teachers should incorporate into their courses?
The book's four major parts - self, teacher, community, and field - correspond to a contextual perspective relative to thinking and teaching about curriculum. These perspectives represent four distinct starting points from which the curriculum teacher may proceed. Following each section is an interpretative essay written by recognized curriculum authorities including Maxine Greene, Ted Aoki, Michael Apple and William Pinar. Each of the four parts concludes with a dialogue among veteran curriculum teachers O.L.Davis Jr, Paul Klohr and Norm Overly.
This collection of essays aims to appeal to graduate students in curriculum and curriculum planning, and may serve as a professional reference tool for curriculum specialists, curriculum teachers and scholars and other professors of education.