Critical Essays on Major Curriculum Theorists
This book is a critical appreciation of the work of sixteen leading curriculum theorists, taking account of the writings of a balance of established thinkers and curriculum analysts from the fields of education, philosophy, sociology and psychology. Together these commentators offer a broad perspective with views from the UK, the US and Europe, and from a range of political stances ranging from radical conservatism through liberalism to socialism and libertarianism.
The theorists include major names such as Lev Vygotsky, Jerome Bruner, Maxine Greene, Basil Bernstein, Micheal Foucault, Elliott Eisner, John White, Michael Apple and more. Ideal for students on all teacher training courses looking for an introduction to some of the key educational thinkers of our time, this key text can also be used as a companion volume to the Routledge four-volume set on curriculum theory.
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achieved action activity approach argues argument autonomy Basil Bernstein behavioural objectives model Bernstein Bruner child choices classiﬁcation cognitive concept constitute constructed criteria critical pedagogy cultural curriculum theorists curriculum-making deﬁned deﬁnition difﬁcult discipline discourse dispositions distinction dominant Donald Schon efﬁcient embedded epistemological evaluation example experience ﬁeld ﬁlrther ﬁrst ﬁxed focused forms of knowledge Foucault foundationalism foundationalist view framed Furthermore Giroux Henri Giroux Hirst historical human ideas identiﬁed ideological individual Jerome Bruner justiﬁcation knowledge framing language Lawrence Stenhouse learner learning Lev Vygotsky logical means meta-reflection Michael Apple narrative neo-conservatives notion number of different ofknowledge oflearning ontology organised particular Paul Hirst performance position possible post-modern post-modernist practice problem reality reflection reflection-in-action relations relationship relativism Schon scientiﬁc sense Situated cognitive skills social society speciﬁc Stenhouse structures suggests symbol-processing teacher teaching texts theory types underpinned understanding understood view of knowledge