Full Description
This work responds to a number of contemporary critiques calling into question the very aim of or interest in social justice in relation to teacher preparation and teaching, along with related recent suspicions raised about the possibilities of education as a project of emancipation. Following Pinar's description of curriculum theory as "the interdisciplinary study of educational experience", and of curriculum as central in defining such experience--particularly now in the US and in other nations impacted by standardization and high-stakes testing--the inquiry is grounded in the assertion that addressing issues of justice in education and schooling requires attention to curriculum, to understanding curriculum, and the educational and pedagogical experience co-constitutive of it.
Contents
Acknowledgments1.On Theorizing Justice, Justly Theorizing, in Education through the "Complicated Conversation" of Curriculum Studies2. 'Justice' on Trial in Education-Rightly Accused? 3. Just Hearing: Heeding the Case of 'Poetic' Justice4. The I/Eye of Justice:Giving Testimony and Bearing Witness to the Subject of Justice5. Justly Theorizing: Cultivating Curriculum Conversations, or Sponsoring the 'Social' in (Social) Justice6. Just Us, 'Jury Duty', and Curriculum 'Yet to Come'7. Conclusion
