Finding Hope in the Turbulent Classroom: Curriculum Theory, Psychoanalysis, and School-Based Practice, 1st Edition (Hardback) book cover

Finding Hope in the Turbulent Classroom

Curriculum Theory, Psychoanalysis, and School-Based Practice, 1st Edition

By Alan A. Block

Routledge

208 pages

Purchasing Options:$ = USD
Hardback: 9780367226695
pub: 2019-12-13
SAVE ~$31.00
Available for pre-order. Item will ship after 13th December 2019
$155.00
$124.00
x


FREE Standard Shipping!

Description

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.

Table of Contents

PREFACE

INTRODUCTION

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

About the Author

Alan A. Block is Emeritus Professor of Teaching, Learning, and Leadership in the College of Education at the University of Wisconsin-Stout, USA.

About the Series

Studies in Curriculum Theory Series

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

Canada

EMAIL: [email protected]

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU007000
EDUCATION / Curricula
EDU009000
EDUCATION / Educational Psychology