LEADER 05591nam 2200733Ia 450 001 9910807615003321 005 20200520144314.0 010 $a1-136-86940-9 010 $a1-136-86941-7 010 $a1-283-04290-8 010 $a9786613042903 010 $a0-203-83727-4 024 7 $a10.4324/9780203837276 035 $a(CKB)2560000000059069 035 $a(EBL)667839 035 $a(OCoLC)764571261 035 $a(SSID)ssj0000468210 035 $a(PQKBManifestationID)11305726 035 $a(PQKBTitleCode)TC0000468210 035 $a(PQKBWorkID)10497239 035 $a(PQKB)11461966 035 $a(OCoLC)708569076 035 $a(MiAaPQ)EBC667839 035 $a(Au-PeEL)EBL667839 035 $a(CaPaEBR)ebr10447740 035 $a(CaONFJC)MIL304290 035 $a(OCoLC)701718480 035 $a(EXLCZ)992560000000059069 100 $a19990409d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aCultures of curriculum /$fedited by Pamela Bolotin Joseph 205 $a2nd ed. 210 $aNew York $cRoutledge$dc2011 215 $a1 online resource (629 p.) 225 1 $aStudies in Curriculum Theory Series 300 $aDescription based upon print version of record. 311 $a0-415-99187-0 311 $a0-415-99186-2 320 $aIncludes bibliographical references and indexes. 327 $aSTUDIES IN CURRICULUM; Contents; Preface; References; Acknowledgments; Part I Curriculum Studies; Chapter 1 Conceptualizing Curriculum; Multiple Curricula; Curriculum as Text; Curriculum Commonplaces; Curriculum as Complex Questions; Paradigms; Curricular Orientations; Educational Philosophies; Conflicting Conceptions of Curriculum; Adult Education Philosophical Orientations; African American Curriculum Orientations; Cultures of Curriculum; References; Chapter 2 Understanding Curriculum as Culture; The Nature of Culture; Becoming Aware of Culture; Seeing Curriculum as Culture 327 $aA Framework for Studying Curriculum as CultureCultures of Curriculum; References; Chapter 3 Narrowing the Curriculum; Prevailing Classroom and School Cultures; The Business of Schooling: History; The Business of Schooling: Norms; The Business of Schooling: Consequences; Curriculum Abandoned; References; Chapter 4 Reculturing Curriculum; Reculturing; Prerequisites for Reculturing; Obstacles to Reculturing; Curriculum Leadership and Reculturing; Curricular Cultures; Curricular Cultures for Inquiry; Curricular Cultures in Classrooms and Schools; The Nature of Vision; References 327 $aPart II Curricular CulturesChapter 5 Constructing Understanding; Visions; History; Beliefs and Practices: Learners and Teachers; Beliefs and Practices: Content and Context; Beliefs and Practices: Curriculum Planning and Evaluation; Dilemmas of Practice; Critique; References; Chapter 6 Developing Self and Spirit; Visions; History; Belief and Practices: Learners and Teachers; Beliefs and Practices: Content and Context; Beliefs and Practices: Curriculum Planning and Evaluation; Dilemmas of Practice; Critique; References; Chapter 7 Educating Through Occupations; Visions; History 327 $aBeliefs and Practices: Learners and TeachersBeliefs and Practices: Content and Context; Beliefs and Practices: Curriculmu Planning and Evaluation; Dilemmas of Practice; Critique; References; Chapter 8 Connecting to the Canon; Visions; History; Beliefs and Practices: Learners and Teachers; Beliefs and Practices: Content and Context; Beliefs and Practices: Curriculum Planning and Evaluation; Dilemmas of Practice; Critique; References; Chapter 9 Sustaining Indigenous Traditions; Visions; History; Beliefs and Practices: Learners and Teachers; Beliefs and Practices: Content and Context 327 $aBeliefs & Practices: Curriculum Planning and EvaluationDilemmas of Practice; Critique; References; Chapter 10 Deliberating Democracy; Visions; History; Beliefs and Practices: Learners and Teachers; Beliefs and Practices: Content and Context; Beliefs and Practices: Curriculum Planning and Evaluation; Dilemmas of Practice; Critique; References; Chapter 11 Confronting the Dominant Order; Visions; History; Beliefs and Practices: Learners and Teachers; Beliefs and Practices: Content and Context; Beliefs and Practices: Curriculum Planning and Evaluation; Dilemmas of Practice; Critique; References 327 $aChapter 12 Envisioning Peace 330 $aUsing ""cultures of curriculum"" as a lens, this clear, compelling text reveals and critically examines the belief systems and classroom practices of curricular orientations in contemporary American society. It is designed to foster awareness, examination, and deliberation about the curricula planned for and carried out in classrooms and schools; to inspire conversations about theory and practice as well as political, social, and moral issues; and to expand critical consciousness about approaches to curriculum and practice. Readers are encouraged to give serious attention to the issues this 410 0$aStudies in curriculum theory. 606 $aCurriculum planning$zUnited States 606 $aEducation$xCurricula$xSocial aspects$zUnited States 615 0$aCurriculum planning 615 0$aEducation$xCurricula$xSocial aspects 676 $a374/.001 701 $aJoseph$b Pamela Bolotin$01593840 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910807615003321 996 $aCultures of curriculum$93914154 997 $aUNINA