Curriculum Windows
What Curriculum Theorists of the 1990s Can Teach Us About Schools And Society Today
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- Description
- Contents
Curriculum Windows: What Curriculum Theorists of the 1990s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1990s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 1990s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1990s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? The chapter authors and editor revisit and interpret several of the most important works in the curriculum field of the 1990s.
Foreword; William H. Schubert.
- Preface—Learning to Navigate: The Editing Staff Reflects; Tasneem Amatullah, Jody Googins, Cleighton Weiland, Vanessa Winn, and Kelly Waldrop.
- Introduction—Curriculum Windows of the 1990s; Thomas S. Poetter.
- Chapter 1. Three Decades of American-Style Sex Ed: Even Though Seasons Change, the View Out the Windows Remains the Same ... Time to Open the Door; Richelle Frabotta.
- Chapter 2. Our Children are Not for Sale: How the Manufactured Crises Has Commodified Our Public Schools and Students; Cleighton J. Weiland.
- Chapter 3. The Stories of Ralph Tyler and Elliot Eisner: Contesting Accountability Job Creep in the Field of Curriculum; Kurtz Miller.
- Chapter 4. Reflective Eclecticism: In the Windows to Curricula, I See Myself; Thao A. Nguyen-Horowitz.
- Chapter 5. The Lost Art of Deliberation; Ryan Graham.
- Chapter 6. Understanding by Design: From Opacity to Transparency; Tasneem Amatullah.
- Chapter 7. Central Park East: The Power of Their Ideas and the Possibilities of School Change; Jody C. Googins.
- Chapter 8. May I Have Coffee With You? What I Learned About Teaching From My Time Sitting in bell hooks' Kitchen; Vanessa G. Winn.
- Chapter 9. Framing Dropouts or Framing Urban Schools? Are We the Problem Or Solution! Framing All My School Experiences; Crystal Phillips.
- Chapter 10. Rethinking Multicultural Education for Authentic Emancipation; Loveness Ngorosha.
- Chapter 11. Reflection on Multicultural Education: From Nationalism to Existential Aesthetics; Shaobing Li.
- Chapter 12. Culturally Relevant Curriculum v. Culturally Irrelevant Curriculum: A Case of Cultures Restricted by Institutionalized Manipulation of Their Ethos (CRIME); Genesis R. Ross.
- Chapter 13. Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring; Priscilla Tamankag.
- Chapter 14. Integrated Curriculum: A Catalyst for Contextualized Learning; Jennifer Ellerbe.
- About the Editors/Authors.