This book explores the practical and psychological factors that regulate teaching and learning in the classroom, and illustrates how hope and creativity may arise out of unforeseen, non-standard, or turbulent conditions.
Written at the intersection of curriculum theory and psychoanalysis, this volume offers an original pedagogical stance that seeks to ameliorate the impact of the classroom’s regulated and standardized environment. The author’s approach to classroom education suggests that teachers investigate students’ psychological entanglements to explain and transform difficult classroom experiences into productive, educative ones. By promoting an ethos of ironic engagement in teaching and learning, this book also demonstrates the importance of playfulness, imagination, and a readiness to make mistakes in classroom settings.
This book will be of great interest to graduate and postgraduate students, researchers, academics, and policy makers in the fields of curriculum studies, teacher education, educational psychology and classroom management.
1. NOT TO CALL THINGS BY THE SAME NAME AS OTHERS
2. TRUE/FALSE SELF
3. DELINQUENCY AS A SIGN OF HOPE
4. HATE IN THE CLASSROOM
5. THE LONG RIDE HOME
6. THAT IS NOT WHAT I MEANT AT ALL
In this age of multimedia information overload, scholars and students may not be able to keep up with the proliferation of different topical, trendy book series in the field of curriculum theory. It will be a relief to know that one publisher offers a balanced, solid, forward-looking series devoted to significant and enduring scholarship, as opposed to a narrow range of topics or a single approach or point of view. This series is conceived as the series busy scholars and students can trust and depend on to deliver important scholarship in the various "discourses" that comprise the increasingly complex field of curriculum theory.
The range of the series is both broad (all of curriculum theory) and limited (only important, lasting scholarship) – including but not confined to historical, philosophical, critical, multicultural, feminist, comparative, international, aesthetic, and spiritual topics and approaches. Books in this series are intended for scholars and for students at the doctoral and, in some cases, master's levels.
Persons interested in submitting book proposals or in serving as reviewers for this series are invited to contact
Professor William F. Pinar
Canada Research Chair
University of British Columbia
Faculty of Education
Department of Curriculum Studies
2125 Main Mall
Vancouver, British Columbia V6T 1Z4
EMAIL: [email protected]