Curriculum development in the postmodern era

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Title:

Author:

Slattery, Patrick, 1953-

ISBN:

9780415953375

9780415953382

Personal Author:

Slattery, Patrick, 1953-

Edition:

2nd ed.

Publication Information:

New York : Routledge, 2006.

Physical Description:

xxiv, 330 p. ; 23 cm.

Contents:

Introduction to curriculum development, reconceptualization, and postmodernity -- Historical perspectives on curriculum as a field of study -- The reconceptualization of curriculum studies: 1973 to 2006 -- Postmodern schooling, curriculum, and the theological text -- The hermeneutic circle and the interpretative process -- Gender, sexuality, race, and ethnicity in a multicultural and diverse milieu -- Postmodern philosophies in curriculum studies -- Curriculum for interdependence and ecological sustainability -- Democracy and the egalitarian ideal -- Aesthetic inquiry, arts-based research, and the proleptic moment -- Time and complexity -- A vision of curriculum in the postmodern era.

Subject Term:

Curriculum planning.

Curriculum change.

Education -- Curricula -- Philosophy.

Postmodernism.

Electronic Access:

Publisher description http://www.loc.gov/catdir/enhancements/fy0654/2005035754-d.html

Copies:

Available:*

Library	Material Type	Item Barcode	Shelf Number	Copy	Status
Searching... 1:IIEMSA	1:GEN-BOOK	33168025452604	375.001 S631C 2006	1	Searching... Unknown

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Summary

Curriculum Development in the Postmodern Eraprovided the first introduction to and analysis of contemporary concepts of curriculum development in relation to postmodernism. It challenged educators to transcend purely traditional approaches to curriculum development and instead to incorporate various postmodern discourses into their reflection and action in schools. Since its publication in 1995, the curriculum studies field has exploded, the very notion of the postmodern has shifted and the landscape of American schooling has changed dramatically - federal policies like "No Child Left Behind" have dramatically increased the focus on accountability and consequently what and how teachers teach.

In this much-anticipated and thoroughly updated edition, noted curriculum studies scholar Patrick Slattery tackles these and other issues to reflect on the current state of curriculum development and on where the field may go from here.