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Reconceptualizing Curriculum Development (Studies in Curriculum Theory Series),Used
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Reconceptualizing Curriculum Development provides accessible, clear guidance on curriculum problem solving and educational leadership through the practice of a synoptic curriculum study. This practice integrates three influential interpretations of curriculumcurriculum as deliberative artistry, curriculum as complicated conversation, and curriculum as currerewith John Deweys lifetime work on reflective inquiry. At its heart, the book advances a way of studying as a way of living with reference to the question: How might I live as a democratic educator?The study guidance is organized as an openended scaffolding of three embedded reflective inquiries informed by four deliberative conversations. Study recommendations are provided by a carefully selected team. The fieldtested studybased approach is illustrated through a multilayered, multivoiced narrative collage of four experienced teachers personal journeys of understanding in a collegial study context. Applying William Pinars argument that a "conceptual montage" enabling teachers to lead complicated conversations should be the focus for curriculum development in the fields current postreconceptualist moment, the book moves forward the educational aim of facilitating a holistic subject/self/social understanding through the practice of a balanced hermeneutics of suspicion and trust. It closes with a discussion of crosscultural collaboration and advocacy, reflecting the interest of curriculum scholars in a wide range of countries in this studybased, leadlearning approach to curriculum development.
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