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Educational Experience as Lived: Knowledge, History, Alterity
In this volume, Pinar enacts his theory of curriculum, detailing the relations among knowledge, history, and alterity. The introduction is Pinar’s intellectual life history, naming the contributions he has made to understanding educational experience. Study is the center of educational experience, as he demonstrates in the opening chapter. The alterity of educational experience is evident in his conceptions of disciplinarity and internationalization, interrelated projects of historicization, dialogical encounter, and recontextualization. By reactivating the past, not by instrumentalizing the present, we can find the future, explicated in his studies of the Eight-Year Study, the Tyler Rationale, and the gendering and racialization of U.S. school reform. The interrelation of race and gender is emphasized in the chapters on Ida B. Wells and Jane Addams. The technologization of education is critiqued through analysis of the achievements of George Grant and Pier Paolo Pasolini. The educational project of subjective and social reconstruction is explored through study of Musil’s essayism, a genre that corrects the problems accompanying ethnography and created by identity politics.
Educational Curricula
In formal education, a curriculum (plural curricula) is the set of courses, and their content, offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow and mature in becoming adults. Crucial to the curriculum is the definition of the course objectives that usually are expressed as learning outcomes and normally include the program's assessment strategy. These outcomes and assessments are grouped as units (or modules), and, therefore, the curriculum comprises a collection of such units, each, in turn, comprising a specialised, specific part of the curriculum. So, a typical curriculum includes communications, numeracy, information technology, and social skills units, with specific, specialised teaching of each. This book presents research on educational curricula from around the world.
Always Something New to Discover
German born pianist Menahem Pressler (1923) was forced to flee Nazi terror to Israel. He quickly attained international fame in 1946 by winning the Debussy Competition in San Francisco and performing his début with Eugene Ormandy and The Philadelphia Orchestra. Ultimately emigrating to the United States, Pressler teaches at the Jacobs School of Music of Indiana University where he holds an endowed chair as Distinguished Professor. As founding member of the Beaux Arts Trio, he alone survived the ensemble’s changes in membership during its unprecedented 53 year history. ‘Setting the standard’ for piano trio performance, the Beaux Arts Trio elevated the ensemble type to a par with the string quartet in over seven thousand performances, hundreds of award-winning recordings and extensive broadcasts.
The Seventh Cellist
Rudolf Weinsheimer, cellist and member of the Berlin Philharmonic Orchestra for 40 years under Herbert von Karajan and Claudio Abbado, is also known as the founder of the Ensemble of the 12 Cellists of the Berlin Philharmonic Orchestra. He organ-ized worldwide tours for his orchestra and the 12 Cellists and was instrumental in encouraging world-renowned composers like Boris Blacher, Arvo Pärt or Iannis Xenakis to write new music for the Ensemble of the 12 Cellists. In this biography, he tells his life story, the story of a passionate and talented young man who, as a wartime child growing up in Wiesbaden, has to learn how to survive the dismal and sometimes cruel times, without losing track ...
International Handbook of Curriculum Research
Continuing its calling to define the field and where it is going, the Second Edition of this landmark handbook brings up to date its comprehensive reportage of scholarly developments and school curriculum initiatives worldwide, providing a panoramic view of the state of curriculum studies globally. Its international scope and currency and range of research and theory reflect and contribute significantly to the ongoing internationalization of curriculum studies and its growth as a field worldwide. Changes in the Second Edition: Five new or updated introductory chapters pose transnational challenges to key questions curriculum research addresses locally. Countries absent in the First Edition are represented: Chile, Colombia, Cypress, Ethiopia, Germany, Iran, Luxembourg, Nigeria, Peru, Poland, Portugal, Singapore, South Africa, Spain, and Switzerland. 39 new or updated chapters on curriculum research in 34 countries highlight curriculum research that is not widely known in North America. This handbook is an indispensable resource for prospective and practicing teachers, for curriculum studies scholars, and for education students around the world.
'Warum tun die das?'
„Warum tun die das?“ ist die irritierte Rückfrage, die angesichts der Praxis von Schulentwicklungsprozessen entsteht. Welche Handlungslogiken leiten aktuelle Reformprozesse an? Welche Rationalitäten liegen den Steuerungshandlungen von Ministerien, Behörden, Schulleitungen zu Grunde? Und wie kommt es dazu, dass diese Rationalitäten einander widersprechen oder gezielt strategisch gegeneinander gewendet werden? Mit dem analytischen Instrumentarium der Governance-Perspektive konstruieren die Beiträge dieses Bandes Erklärungsmodelle für die eigendynamische Koordination von Handlungslogiken im Bildungssystem - und liefern damit Prolegomena zu einer 'theory of educational governance'.
Index of Patents Issued from the United States Patent Office
pt. 1. List of patentees.--pt. 2. Index to subjects of inventions.
Handbook of Technical and Vocational Education and Training Research
Technical and vocational education and training (TVET) research has become a recognized and well-defined area of interdisciplinary research. This is the first handbook of its kind that specifically concentrates on research and research methods in TVET. The book’s sections focus on particular aspects of the field, starting with a presentation of the genesis of TVET research. They further feature research in relation to policy, planning and practice. Various areas of TVET research are covered, including on the vocational disciplines and on TVET systems. Case studies illustrate different approaches to TVET research, and the final section of the book presents research methods, including interview and observation methods, as well as of experimentation and development. This handbook provides a comprehensive coverage of TVET research in an international context, and, with special focus on research and research methods, it is a cutting-edge resource and reference.
The Fragment
The universe may well have begun with an immense act of fragmentation, "the big bang," that sent particles flying in all directions to perform spectacular acts of creation and destruction. The fragment, volatile and unpredictable, is not simply the static part of a once-whole thing but itself something in motion. Drawing upon art history, archaeology, literature, numismatics, philosophy, and film, this book explores the significance of the fragment and addresses the powerful drives that have impelled it into the cultural mainstream. Book jacket.
Identity in Education
This volume explores the impact of social identity on teaching and learning. The contributors argue, from the perspective of diverse disciplinary and educational contexts, that mobilizing identities in the classroom is a necessary part of progressive educators' efforts to transform knowledge-making and to create a more just and democratic society.
