Reflecting the current turn in curriculum work that underscores the relationship between theory and practice, this volume brings together the voices of curriculum theorists working within academic settings and practitioners working in schools and other educational settings. This collection engages readers in the complicated conversation about the relationship between theory and practice, between theoreticians and practitioners.
Ruben A. Gaztambide-Fernandez is an advanced doctoral student at the Harvard Graduate School of Education, where he is a Spencer Research Training Grantee and an instructor in education. James T. Sears is professor of curriculum studies at the University of South Carolina.
Chapter 1 Introduction Chapter 2 The Curriculum Worker as Public Moral Intellectual Chapter 3 Blurring the Borderlands: Imagining New Relationships Chapter 4 "Show Me the Money": Collaboration and a New Politics of School Knowledge Chapter 5 Building Hope: Implementing Unification Education in a South Korean Kindergarten Chapter 6 Educating the Artist of the Future: Facing the Challenge of Public Arts High Schools Chapter 7 Transformative Curriculum Leadership: Inspiring Democratic Inquiry Artistry Chapter 8 Exploring "Theatre as Pedagogy": Silences, Stories, and Sketches of Oppression Chapter 9 Taking Teachers to the Street Chapter 10 It Is Not Resolved Yet: When a Louisiana French Immersion Activist Engages Postcolonial, Feminist Theory (or Vice Versa) Chapter 11 A Contemporary Praxis of Collaboration Chapter 12 The Problem of the Public