Autobiography, Politics and Sexuality - Pinar, William F.
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Like a particularly heartfelt letter to the reader, William Pinar's Autobiography, Politics and Sexuality: Essays in Curriculum Theory 1972-1992 asserts the viability of autobiography as a tool of study in the area of curriculum and instruction. As an alternative to the sterile bureaucratic style of curriculum studies that dominated the field at one time, William Pinar has reconceptualized curriculum studies in a more organic, flexible and exciting way which honors the immediacy and complexity of students, teachers and their relationships by taking into account their lives as they live them.…mehr

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Produktbeschreibung
Like a particularly heartfelt letter to the reader, William Pinar's Autobiography, Politics and Sexuality: Essays in Curriculum Theory 1972-1992 asserts the viability of autobiography as a tool of study in the area of curriculum and instruction. As an alternative to the sterile bureaucratic style of curriculum studies that dominated the field at one time, William Pinar has reconceptualized curriculum studies in a more organic, flexible and exciting way which honors the immediacy and complexity of students, teachers and their relationships by taking into account their lives as they live them. Autobiography, Politics and Sexuality: Essays in Curriculum Theory 1972-1992 is a classic in the field of education studies.
Autorenporträt
The Author: Wiliam F. Pinar teaches curriculum theory at Louisiana State University.
Rezensionen
«Bill Pinar has written a magesterial work in which autobiography as a form of critical praxis is taken to new heights. In the field of educational studies, few can match Pinar's erudition and skillful analysis of the urgent issues facing educators today.» (Peter McLaren, UCLA) «In this text, Pinar exemplifies his beliefs in multi-layered writing that is evocative, rich and poetic - curriculum theory at its best...This book provides essential, thought-provoking readings, offering articulate insights for scholars of curriculum theory.» (Rishma Dunlop, Journal of Educational Thought)