Ted T. Aoki

Curriculum in a New Key

The Collected Works of Ted T. Aoki
Herausgeber: Pinar, William F.

• Gebundenes Buch

Produktbeschreibung

Ted T. Aoki, the most prominent curriculum scholar of his generation in Canada, has influenced numerous scholars around the world. Curriculum in a New Key brings together his work, over a 30-year span, gathered here under the themes of reconceptualizing curriculum; language, culture, and curriculum; and narrative. Aoki's oeuvre is utterly unique--a complex interdisciplinary configuration of phenomenology, post-structuralism, and multiculturalism that is both theoretically and pedagogically sophisticated and speaks directly to teachers, practicing and prospective. Curriculum in a New Key: The Collected Works of Ted T. Aoki is an invaluable resource for graduate students, professors, and researchers in curriculum studies, and for students, faculty, and scholars of education generally.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 494
• Erscheinungstermin: 29. Juli 2004
• Englisch
• Abmessung: 235mm x 157mm x 31mm
• Gewicht: 859g
• ISBN-13: 9780805847413
• ISBN-10: 0805847413
• Artikelnr.: 22044645

Autorenporträt

William F. Pinar, Rita L. Irwin

Inhaltsangabe

Contents: W.F. Pinar, Foreword. R.L. Irwin, Preface. W.F. Pinar, "A
Lingering Note": An Introduction to the Collected Works of Ted T. Aoki.
Part I: Reconceptualizing Curriculum. Toward Curriculum Inquiry in a New
Key (1978/1980). Curriculum Implementation as Instrumental Action and as
Situational Praxis (1984). Competence in Teaching as Instrumental and
Practical Action: A Critical Analysis (1984). Interests, Knowledge, and
Evaluation: Alternative Approaches to Curriculum Evaluation (1986/1999).
Toward Understanding Computer Application (1987/1999). Teaching as
In-dwelling Between Two Curriculum Worlds (1986/1991). Layered
Understandings of Orientations in Social Studies Program Evaluation (1991).
Layered Voices of Teaching: The Uncannily Correct and the Elusively True
(1992). Legitimating Live Curriculum: Toward a Curricular Landscape of
Multiplicity (1993). Part II: Language, Culture, and Curriculum. Toward
Understanding Curriculum Talk Through Reciprocity of Perspectives (1981).
Signs of Vitality in Curriculum Scholarship (1986/1991). The Dialectic of
Mother Language and Second Language: A Curriculum Exploration (1987/1991).
Five Curriculum Memos and a Note for the Next Half-Century (1991). In the
Midst of Slippery Theme-Words: Living as Designers of Japanese Canadian
Curriculum (1992). The Child-Centered Curriculum: Where Is the Social in
Pedocentricism? (1993). Humiliating the Cartesian Ego (1993). In the Midst
of Doubled Imaginaries: The Pacific Community as Diversity and as
Difference (1995). Imaginaries of "East and West": Slippery Curricular
Signifiers in Education (1996). Language, Culture, and Curriculum...
(2000). Part III: Sounds of Pedagogy in Curriculum Spaces. Reflections of a
Japanese Canadian Teacher Experiencing Ethnicity (1979). Revisiting the
Notions of Leadership and Identity (1987). Inspiriting the Curriculum
(1990). Sonare and Videre: A Story, Three Echoes, and a Lingering Note
(1991). Taiko Drums and Sushi, Perogies and Sauerkraut: Mirroring a
Half-Life in Multicultural Curriculum (1991). The Sound of Pedagogy in the
Silence of the Morning Calm (1991). Narrative and Narration in Curricular
Space (1996). Spinning Inspirited Images in the Midst of Planned and
Live(d) Curricula (1996). Locating Living Pedagogy in Teacher"Research":
Five Metonymic Moments (2003). Part IV: Appendix: Short Essays. Principals
as Managers: An Incomplete View (1991). Bridges That Rim the Pacific
(1991). Interview (2003).