{"text_format":"2","workbook":"xls","n_sheets":1,"sheets":["report2"],"not_rendered":{"charts":0,"images":0,"macros":0,"external_links":1,"defined_names":1,"comments":0,"pivot_tables":0},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"run_cost":"one","rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900","formulas":"cached_only"}

{"sheet":"report2","index":0,"n_rows":20,"n_cols":5,"rows_kept":20,"cut":false,"hidden":false,"merged":[[0,2,0,3],[0,4,0,5],[1,2,1,3],[1,4,1,5],[2,2,2,3],[2,4,2,5],[3,2,3,3],[5,2,5,3],[6,2,6,3],[7,2,7,3],[8,2,8,3],[9,2,9,3],[10,2,10,3],[12,2,12,3]],"flags":["formulas_cached_only"]}
[null,"1.","Record Nr.",null,"UNINA9910841861503321"]
[null,null,"Autore",null,"Trifonas Peter Pericles"]
[null,null,"Titolo",null,"Handbook of Curriculum Theory, Research, and Practice"]
[null,null,"Pubbl/distr/stampa",null,"Cham : , : Springer International Publishing AG, , 2024"]
[{"$nulls":4},"©2024"]
[null,null,"ISBN",null,"3-031-21155-3"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (1001 pages)"]
[null,null,"Collana",null,"Springer International Handbooks of Education Series"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"Intro -- Acknowledging the Land -- Contents -- About the Editors -- Contributors -- Introduction -- Toward a New Ecology of Curriculum: An Education Yet-to-Come -- Curriculum as Beginning -- Curriculum as Placing -- Curriculum as Caring -- Curriculum as Storying -- Curriculum as Changing -- Curriculum as Liberating -- Curriculum as Designing -- Curriculum as Teaching -- Part I: Curriculum as Beginning -- Child´s Play: Play as an Informal, Relational Curriculum of Childhood -- Introduction -- Social Learning and Socialization -- Relational Understandings of Curriculum -- Socialization: Traditional Models and Child-Centered Reframings -- Bourdieu: Habitus and Practice -- Children´s Perspectives of Play -- Play As a Social Practice of Childhood: Curriculum, Socialization, Relationship, and Habitus -- References -- Theory and Application of an Emergent Curriculum -- Introduction -- Emergent Curriculum Versus Conventional Curriculum -- Global Competencies and Their Connection to STEM -- Theoretical Perspectives -- Research Partnerships and STEM Professional Development -- Preschool STEM: An Emergent Curriculum in Action -- Additional Examples -- Concluding Remarks -- References -- Early Years Curriculum in Practice: iACT´s Little Ripples Curriculum for Emergency Contexts -- Introduction -- Context -- Little Ripples Curriculum -- Little Ripples Curriculum Approach and Values -- Connection to Curriculum Theories -- Learning Through Play -- Mindfulness Pedagogy -- Trauma-Informed Early Childhood Education Practice -- Application to Practice -- Community-Led Practice -- Little Ripples Big Ideas -- Little Ripples Teacher Training: Early Years Curriculum in Practice -- Conclusion -- References -- Towards a "]
[{"$nulls":4},"Transformative and Reflexive Curriculum -- Introduction -- Inclusive Education for Global Learners: Building on an Intercultural Growth Mindset."]
[{"$nulls":4},"Transforming Pedagogical Praxis and Differentiated Curriculum Planning -- Differentiating Curriculum Through a Participatory Visual Arts Approach -- Crossing Borders: A Transformative and Reflexive Curriculum Approach -- The Story of Malak: Depicting Forced Uprooting Through Children´s Eyes -- Discussing War and Peace -- Taking Responsive Action -- Children´s Multimodal Artwork: A Demonstrated Capacity of Intercultural Growth Mindset -- Concluding Remarks -- References -- School Gardens: Growing Ideal Children and Future Adults -- Introduction -- Method -- From Rousseau to Dewey to Jackman: Learning in the Garden -- Learning to Be Good -- Learning to Be a Citizen -- Learning to Produce -- Lessons Learned -- References -- Meritocracy, Equity, and Early Childhood Education in Singapore: Policies, Progress, and Future Challenges -- Introduction -- Meritocracy, Equity, and Policy in Singapore -- Early Childhood Education in Singapore: Policies and Approaches -- Preschool Curricula, Culture, and Needs -- Concluding Remarks -- References -- Part II: Curriculum as Placing -- Understanding Curriculum Amidst Doing Curriculum Research -- Where -- A Place to Begin? -- (Re)searching for a Question -- Re(-)turning(s) -- Seeing and Hearing -- Inside Hayashi Studio (Tzakok &amp -- Gray, 2019) -- The Seen and the Heard as the Shown and the Told -- Seeing and Hearing the Seen and Heard as the Shown and Told -- Dis-covering -- Inside Hayashi Studio (Tzakok &amp -- Gray, 2019) -- Dis-covering the Unseen and Unheard -- Recovering -- Inside Hayashi Studio (Tzakok &amp -- Gray, 2019) -- Recovering the (Un)seen and (Un)heard -- Pressing Re(-)turn: Homeward to Where -- References -- Mother Earth as Emergent Curriculum -- Beginning with Mother Earth -- Relating to Mother Earth -- Acknowledging Mother Earth -- Walking Gently on Mother Earth -- References."]
[{"$nulls":4},"Children´s Embodiment of a Land Ethic -- Children´s Embodiment of a Land Ethic -- Recognizing the Land -- Aldo Leopold and a Land Ethic -- Research Community and Design -- Children´s Engagement with the Land -- The Garden -- The Mural and Walk -- Children´s Thinking About the Land -- The Garden -- The Community -- The World -- A Land Ethic in Curriculum and Pedagogy -- References -- Ruminations on Rocks: Ethical and Ecological Turns in Witnessing -- Introduction: Rumination on Rocks -- Witnessing: ``Complicated Conversations´´ -- Re/turns Toward an Ethics of Witnessing -- Ecological Ethics and Post-humanist Turns -- Conclusion: Ecological Witnessing - Curricular Implications -- References -- The Twinning of Bildung and Competence in Environmental and Sustainability Education: Nordic Perspectives -- Introduction -- Policy Context for ESE -- Conceptualizations of Action Competence in Key Theoretical Texts -- The Use of the Action Competence Concept in Nordic Guidelines for Practice -- Concluding Discussion -- References -- A Canadian Curriculum Theory Project -- What Is a Canadian Curriculum Theory Project? -- Provoking the ``Idea´´ of Curriculum Studies in Canada -- Re/constructing A Curriculum Theory Project in Canada -- References -- Part III: Curriculum as Caring -- Helping Young People Feel That They Matter -- Introduction -- Peace Education -- Fostering Young People´s Eudaimonic Well-Being -- The Rise of Well-Being Curricula -- But What Kind of Well-Being: Hedonia or Eudaimonia -- Critiques of Well-Being Curricula -- Being-With: Holding the Space for Struggle -- Being-Well: Young People As Agents of Change -- Final Reflections and Ways Forward -- References -- Music Making, Empathy, Prosocial "]
[{"$nulls":4},"Behavior, and Happiness in Young Learners: An Autoethnography on Bullying Intervention -- Prelude -- Three Autoethnographic Vignettes."]
[{"$nulls":4},"Vignette One: Negotiating Differences in Songwriting -- Vignette Two: Developing an Ensemble of Empathy -- Vignette Three: Sharing Our Song of Kindness -- Discussion and Findings -- Postlude -- References -- Poetic Peace Education: A Curriculum Connecting the Mind, Body, and Heart in Workshop Spaces -- Introduction -- Peace Education -- Responding to the Crises -- Four Paths Forward -- Arts at the Nexus -- Poetry and Peace Education in Practice -- Cross-Pollinating Poetry and Peace -- Saying the Unsayable: Poetry as Second-Order Reflexivity -- Poetic Peace Education -- Conclusion -- References -- A School for the Anthropocene: Questions About Hospitality in a Curriculum of Existential Threat -- Introduction -- Overview of the ``Teaching in the Anthropocene´´ Course -- Ruitenberg´s Unlocking the World: An Exploration of Derrida´s Hospitality -- Choice 1: Welcoming Existential Threat -- Choice 2: Welcoming No Limitations -- Discussion: The ``Never Good Enough´´ Climate Change Educator -- References -- Repurposing Public Art as Education -- Public Art, Cultural Politics, and Social Engagement -- The Evolution of Social Sculpture -- Reconstructions of Home: A Wandering as Socially Engaged Public Art -- ``Imaginative Geographies´´ of Homelessness and The Bentway -- Remapping Public Space and Repurposing Art as Socially Engaged -- Coda -- References -- Curricular Convergences and Divergences Around Global Citizenship Education: Between the Universal and the Pluriversal -- Introduction -- Global Citizenship in Historical and Decolonial Perspective -- On the Coloniality of Global Citizenship Education and Its Alternatives -- Concluding Remarks -- References -- Part IV: Curriculum as Storying -- Curriculum and Narrativity: Understanding Curricula as Narratives -- Introduction -- Curricula and Grand Narratives -- Bildung -- Pancasila -- Narratives of Phenomena."]
[{"$nulls":4},"Competence-Based Curricula and Narrativity -- Cultural Narratives in Curricula -- Discussion -- References -- Postcards from the Field: Reflections on Being Participant/Researcher in Participatory Research -- References -- Preservice Teacher Curriculum Reform -- Introduction -- Neoliberalism´s Current and Potential Future Impact on Higher Education -- Preservice Teacher Reflective Practice Needs a Reform -- Multiple Perspectives Through Exploring Teacher Candidates´ Autobiographies -- Resistance to Autobiographical Narratives Despite Their Transformative Potential: Why? -- Patriarchal Influence on the Structure of Schooling -- Vulnerability -- Digital Storytelling: Autobiographical Storytelling to Reform Reflective Practice in Preservice Teacher Education -- The Five Cs Framework and Relational Encounters in Teaching -- References -- Sociological Diaries of Students: Lived Curriculum in the Time of Disaster -- Introduction -- Personal Written Narratives as Data -- Testimonies of Lived Curriculum from the Covid-19 Spring -- Transformation -- Love and Social Distancing -- Interdependence -- Reviving -- Routines -- Planetary Reflections -- Coping -- Adaptation -- ``Normality´´ -- Privilege -- Togetherness in Homelessness -- Being -- Toward Lived Curriculum as Relational Pedagogy´s Practice of in-between -- References -- Teaching with Madness in Pre-service Early Childhood Education and Care (ECEC) -- Piaget Is Not a Friend of Mine: Discontents with Developmentalism -- Pre-Service ECEC: Contextualizing Its Foundation -- Mad Studies: Defining the Debates -- Coming Out Mad: Critiquing ECEC from Inside Through Mad Narratives -- Addressing Sanism and Incorporating Mad Epistemologies, Pedagogies, and Subjectivities into Pre-Service ECEC -- Conclusion -- References -- Curricular Readings, Conversational Writings: Dialogue on a Book Club."]
[{"$nulls":4},"A Brief History of Book Clubs and Social Reading."]