標(biāo)題: Titlebook: Conflicts in Curriculum Theory; Challenging Hegemoni Jo?o M. Paraskeva Book 2021Latest edition The Editor(s) (if applicable) and The Author [打印本頁] 作者: Conformist 時間: 2025-3-21 20:00
書目名稱Conflicts in Curriculum Theory影響因子(影響力)
書目名稱Conflicts in Curriculum Theory影響因子(影響力)學(xué)科排名
書目名稱Conflicts in Curriculum Theory網(wǎng)絡(luò)公開度
書目名稱Conflicts in Curriculum Theory網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Conflicts in Curriculum Theory被引頻次
書目名稱Conflicts in Curriculum Theory被引頻次學(xué)科排名
書目名稱Conflicts in Curriculum Theory年度引用
書目名稱Conflicts in Curriculum Theory年度引用學(xué)科排名
書目名稱Conflicts in Curriculum Theory讀者反饋
書目名稱Conflicts in Curriculum Theory讀者反饋學(xué)科排名
作者: fulcrum 時間: 2025-3-21 22:10
The Struggle Over Knowledge Control,led by four groups for the American curriculum since the turn of the nineteenth century and the beginning of the twentieth century. The chapter provides a very innovative approach by scrutinizing such battles within the context of broader social issues framing US society such as the challenges place作者: Ige326 時間: 2025-3-22 01:00 作者: 滑稽 時間: 2025-3-22 07:08
The Emergence of Ralph Tyler,yler was able to introduce a particular rationale in the field. The chapter excavates such rationale and how it becomes the dominant rationale in the field. In doing so, the chapter examines the structure of the Tyler matrix—(1) what educational purposes should the school seek to attain? (2) What ed作者: 有惡意 時間: 2025-3-22 10:30 作者: 破譯 時間: 2025-3-22 16:48 作者: 破譯 時間: 2025-3-22 17:34
The Emergence and Vitality of a Specific Critical Curriculum River,tuals in the struggle for a just and relevant curriculum. In doing so, the chapter draws on Vincent Harding’s metaphor “there is a river” to contextualized such a group of intellectuals within a vast and complex multifarious river that since the end of the nineteenth century have been committed to m作者: 弄皺 時間: 2025-3-22 22:50
Challenging Epistemicides: Toward an Itinerant Curriculum Theory,ls, it champions the notion of “epistemicide”—the killing of knowledge—in the field and argues for the need to challenge the dominant—i.e., Modern Western Eurocentric—epistemologies. The chapter also introduces a new theoretical approach—itinerant curriculum theory—an alternative way to think and to作者: 漂亮 時間: 2025-3-23 02:51
Double Scandal Itinerant Curriculum Theory as the Subaltern Non-abyssal Turn,ntially, the research lens for qualitative approaches. In this context, the chapter examines curriculum as scandal, a lethal ideological device produces an epistemicide—the killing of knowledge—epistemological havoc cooked up daily in the process of qualitative studies promoting and legitimizing a s作者: 媽媽不開心 時間: 2025-3-23 08:41
,Curriculum Afterword: The Dialogue Dwayne Huebner and Jo?o M. Paraskeva,efinition of education and the lethal consequences of a field under the yoke of learning and behavioral pedagogies. It also unpacks the limitations within particular counter-hegemonic approaches—i.e., political economy and autobiographical—dissects the epistemicidal nature of our field and its compl作者: 種子 時間: 2025-3-23 13:30 作者: Fretful 時間: 2025-3-23 14:35
The Prosser Resolution,the argument that high school did not adequately prepare students for their future lives. The chapter analyzes Prosser response to such a report—in what would become known as the Prosser Resolution—as well as the relevance of life adjustment education.作者: Delirium 時間: 2025-3-23 19:08 作者: 強所 時間: 2025-3-24 01:20 作者: DALLY 時間: 2025-3-24 05:37
Transient Signals on Transmission Linesucational experiences can be provided that are likely to attain these purposes? (3) How can these educational experiences be effectively organized? (4) How can we determine whether these purposes are being attained?—and how such matrix paves the way for the dominance of learning and behavioral theories within curriculum theory and development.作者: Arboreal 時間: 2025-3-24 09:47 作者: 平 時間: 2025-3-24 12:45
Book 2021Latest editionders to new theoretically rich concepts of "curriculum momentism," "curriculum involution", and "curriculum Occidentosis", pushing the curriculum debate far beyond the classical Eurocentric matrix.? ?.作者: 刪除 時間: 2025-3-24 15:09
The Nature of Conflict,ion that serves to mystify rather than illuminate reality, and how the nature of conflict is determined by the dynamics—of form and content—inherent in the ways socially valid knowledge is diffused throughout the schools.作者: GOUGE 時間: 2025-3-24 19:23 作者: 偏見 時間: 2025-3-25 02:36 作者: 引起痛苦 時間: 2025-3-25 07:11 作者: 下邊深陷 時間: 2025-3-25 11:20 作者: Verify 時間: 2025-3-25 12:14 作者: Blemish 時間: 2025-3-25 16:33
The Struggle for Curriculum Relevance,unearths the impact and contribution of intellectuals such as James Macdonald and Dwayne Huebner in such a strong counter-dominant perspective toward a relevant curriculum, underlining events such as the Geneseo Conference as a hallmark, a turning point within the counter-dominant platform in the field.作者: 道學(xué)氣 時間: 2025-3-25 23:56
The Emergence and Vitality of a Specific Critical Curriculum River,Peter McLaren, and others, not only placing their matrixes within a broader complex of battles for social and economic justice but also explores their impact in the field and how they frame political economy as a powerful curriculum matrix and introduce a new language to unpack the educational phenomena.作者: 山羊 時間: 2025-3-26 02:50
2945-7858 uces the itinerant curriculum theory as a post-epistemicidalSince its original publication, .Conflicts in Curriculum Theory. has firmly established itself as the key volume that not only advanced alternative ways to think about education and curriculum but also introduced innovative scholarship and 作者: 松果 時間: 2025-3-26 08:01
Short Pulses on Transmission Lines,le demands imposed by Industrialism, a cycle championed by pedagogues such as John Franklin Bobbitt deeply influenced by Taylor and Ross social efficiency theories—a cycle quite dominant nowadays still.作者: Hyperopia 時間: 2025-3-26 08:27 作者: 來自于 時間: 2025-3-26 15:24 作者: overhaul 時間: 2025-3-26 18:06 作者: 單片眼鏡 時間: 2025-3-26 21:00
Double Scandal Itinerant Curriculum Theory as the Subaltern Non-abyssal Turn,ntially, the research lens for qualitative approaches. In this context, the chapter examines curriculum as scandal, a lethal ideological device produces an epistemicide—the killing of knowledge—epistemological havoc cooked up daily in the process of qualitative studies promoting and legitimizing a specific modern Western Eurocentric episteme.作者: lymphoma 時間: 2025-3-27 02:05
https://doi.org/10.1007/978-3-030-77420-2conflict; conflicts; curriculum; Curriculum Theory; education; knowledge; nature; social justice作者: 的染料 時間: 2025-3-27 05:50
978-3-030-77422-6The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: Fabric 時間: 2025-3-27 12:55
Jo?o M. ParaskevaProvides a new critical language, practice, and theory in curriculum studies.Champions the struggle against the curriculum epistemide.Introduces the itinerant curriculum theory as a post-epistemicidal作者: 硬化 時間: 2025-3-27 13:38 作者: 拘留 時間: 2025-3-27 20:55
https://doi.org/10.1007/3-211-38185-6 produced by hegemonic traditions, that frames curriculum knowledge as neutral. The chapter unpacks how different critical theorists restructure and complexify the question formulated by Spencer—“what knowledge is of most worth?” In such context, the chapter unearths curriculum as a social construct作者: 使閉塞 時間: 2025-3-27 22:23
https://doi.org/10.1007/3-211-38185-6led by four groups for the American curriculum since the turn of the nineteenth century and the beginning of the twentieth century. The chapter provides a very innovative approach by scrutinizing such battles within the context of broader social issues framing US society such as the challenges place作者: 領(lǐng)袖氣質(zhì) 時間: 2025-3-28 04:12 作者: Exaggerate 時間: 2025-3-28 06:47
Transient Signals on Transmission Linesyler was able to introduce a particular rationale in the field. The chapter excavates such rationale and how it becomes the dominant rationale in the field. In doing so, the chapter examines the structure of the Tyler matrix—(1) what educational purposes should the school seek to attain? (2) What ed作者: GEST 時間: 2025-3-28 13:13
Andrew F. Peterson,Gregory D. Durginof the curriculum right before and throughout World War II was called life adjustment education. It examines crucial reports such as . which repeated the argument that high school did not adequately prepare students for their future lives. The chapter analyzes Prosser response to such a report—in wh作者: FER 時間: 2025-3-28 15:26 作者: Needlework 時間: 2025-3-28 19:19 作者: 責(zé)問 時間: 2025-3-29 01:01
Mania Pavella,Damien Ernst,Daniel Ruiz-Vegals, it champions the notion of “epistemicide”—the killing of knowledge—in the field and argues for the need to challenge the dominant—i.e., Modern Western Eurocentric—epistemologies. The chapter also introduces a new theoretical approach—itinerant curriculum theory—an alternative way to think and to作者: 無孔 時間: 2025-3-29 05:28 作者: 雪白 時間: 2025-3-29 07:47
https://doi.org/10.1007/978-1-4613-4145-1efinition of education and the lethal consequences of a field under the yoke of learning and behavioral pedagogies. It also unpacks the limitations within particular counter-hegemonic approaches—i.e., political economy and autobiographical—dissects the epistemicidal nature of our field and its compl作者: 使迷醉 時間: 2025-3-29 11:32 作者: 無關(guān)緊要 時間: 2025-3-29 18:01 作者: narcotic 時間: 2025-3-29 23:37
https://doi.org/10.1007/978-1-4613-4145-1ntially, the research lens for qualitative approaches. In this context, the chapter examines curriculum as scandal, a lethal ideological device produces an epistemicide—the killing of knowledge—epistemological havoc cooked up daily in the process of qualitative studies promoting and legitimizing a specific modern Western Eurocentric episteme.
