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Rethinking the representation problem in curriculum inquiry
Journal of Curriculum Studies, 2010The consolidation of reconceptualism as a distinctive tradition in curriculum inquiry is commonly understood to go hand‐in‐hand with the decline and even eclipse of an explicit political orientation in such work. This paper offers an alternative argument, focusing on a re‐assessment of what has been called the representation problem, and exploring this
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Language and the Inquiry-Oriented Curriculum
Curriculum Inquiry, 1995Public debate about the goals of education is often couched in terms of an opposition between, on the one hand, the need to transmit to all students the knowledge and skills that are culturally valued and, on the other, the responsibility to foster each individual student's potential and creativity.
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Curriculum Inquiry, Theory, and Politics
Curriculum Inquiry, 2009Reading the four essays selected from the final section of The Sage Handbook of Curriculum and Instruction, “Inquiring Into Curriculum,” I am somewhat surprised by their courtesy and civility.
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On the Nature of Curriculum as Meditative Inquiry
2013Contemporary educational institutions, which are beset with and perpetuate fear, becoming, conditioning, and fragmentation, are unquestionably dangerous for the creative growth and development of children. Recognizing the problematic nature of modern education, I want to propose reimagining curriculum as a space for meditative inquiry, which is ...
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Nursing Science Quarterly, 2011
Readers are invited to be actors in a text-based theatre, drawn into the stories with their own experiences and discerning patterns that reveal a narrative unity. I show how curriculum-building is inclusive of a teacher’s autobiography, as well as the theoretical/philosophical commitments significant for teaching-learning.
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Readers are invited to be actors in a text-based theatre, drawn into the stories with their own experiences and discerning patterns that reveal a narrative unity. I show how curriculum-building is inclusive of a teacher’s autobiography, as well as the theoretical/philosophical commitments significant for teaching-learning.
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Methodological Pluralism and Curriculum Inquiry
Curriculum Inquiry, 1981The roots of literary criticism extend back over a thousand years. A discussion of criticism would not be complete without mentioning the Platonic dilemma, Aristotle's Poetics, Longinus's notion of the sublime, Dryden, Pope, Arnold, Brooks, and numerous other critics who have discussed and evaluated literary works throughout the centuries. Compare this
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