This primer for prospective and practicing teachers asks students to question the historical present and their relation to it, and in so doing, reflect on their own understandings of what it means to teach, to study, to educate, and to become educated in the present moment in the places we inhabit.
Not only the implementation of objectives to be assessed by standardized tests, curriculum is communication among older and younger generations, informed by academic knowledge, and characterized by educational experience. Pinar’s concept of currere–the Latin infinitive of curriculum–is invoked to provide an autobiographical method for self-study, enabling both individuals and groups to understand teaching as passionate participation in the complicated conversation that is the curriculum.
New to the Third Edition:
Provocative, compelling, and controversial, What Is Curriculum Theory? remains indispensable for scholars and students of curriculum studies, teacher education, educational policy, and the foundations of education.
Part I. The Problem That Is the Present
1. Curriculum Theory
2. From Autobiography to Allegory
Part II. The Regressive Moment: Reactivating the Past
3. The Harlem Renaissance
4. Mortal Educational Combat
Part III. The Progressive Moment: The Future in the Present
5. The Dissolution of Subjectivity
6. The Future in the Past
Part IV. The Analytic Moment: Understanding the Present
7. Anti-Intellectualism and Complicated Conversation
Part V. The Synthetical Moment
8. Subjective and Social Survival
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]