Morris Curriculum Studies Guidebooks

Volume 2- Concepts and Theoretical Frameworks
1. Auflage 2016
ISBN: 978-1-4541-8925-1
Verlag: Peter Lang
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, Band 499, 434 Seiten

Reihe: Counterpoints

Curriculum Studies Guidebooks treat the (Post)reconceptualization of curriculum studies. The literature reviewed in this volume reflects current issues and discussions taking place in education. This volume is about the intersections among curriculum studies and aesthetics; spirituality; cosmopolitanism; ecology; cultural studies; postcolonialism; poststructuralism; and psychoanalytic theory. These theoretical frameworks will provide students in the field of education with the tools that they need to theorize around the concept of curriculum. This is an interdisciplinary book that will be of interest to students outside the field of education who are studying aesthetics, spirituality, cosmopolitanism, ecology, cultural studies, postcolonialism, poststructuralism, and psychoanalytic theory. It could be used in such education courses as curriculum studies; social foundations of education; philosophy of education; cultural curriculum studies; critical and contemporary issues in education; narrative inquiry in education; and qualitative studies in education.

Autoren/Hrsg.

Morris, Marla B.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Curricula: Planung und Entwicklung
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Pädagogik Geschichte der Pädagogik, Richtungen in der Pädagogik
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie

Inhaltsverzeichnis

Contents: Introduction – Aesthetic curriculum concepts – Spiritual curriculum concepts – Cosmopolitan curriculum concepts – Ecological curriculum concepts – Cultural studies curriculum concepts – Postcolonial curriculum concepts – Poststructural curriculum concepts – Psychoanalytic curriculum concepts.

Über Autor(innen)

Marla Morris (PhD, Louisiana State University) is Professor of Education at Georgia Southern University. Morris is the author of On Not Being Able to Play: Scholars, Musicians and the Crisis of Psyche; Teaching Through the Ill Body: A Spiritual and Aesthetic Approach to Pedagogy and Illness; Jewish Intellectuals and the University; and Curriculum and the Holocaust: Competing Sites of Memory and Representation. Morris is author of numerous journal articles in the field of curriculum studies. In 2003 she won the Critic’s Choice Award (American Educational Studies Association) for her book on the Holocaust and the Jack Miller Award for Scholarship and Creativity at Georgia Southern University in 2004.