Titlebook: Conflicts in Curriculum Theory; Challenging Hegemoni Jo?o M. Paraskeva Book 2021Latest edition The Editor(s) (if applicable) and The Author

Conformist

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fulcrum

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

Ige326

滑稽

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

有惡意

破譯

破譯

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

弄皺

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

漂亮

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

媽媽不開心

,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