{"title":"Studies In Curriculum Theory Series","description":"","products":[{"product_id":"what-is-curriculum-theory-book-william-f-pinar-9781138649842","title":"What Is Curriculum Theory?","description":"This primer for prospective and practicing teachers asks students to question the historical present and their relation to it, and in so doing, reflect on their own understandings of what it means to teach, to study, to educate and to become educated in the present moment in the places we inhabit.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":49507103932689,"sku":"CIN1138649848G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ GARDNERS","offer_id":50467895378193,"sku":"NGR9781138649842","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51020556042513,"sku":"NIN9781138649842","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":51862590357777,"sku":"CIN1138649848VG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52482677866769,"sku":"NLS9781138649842","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1138649848.jpg?v=1750790834"},{"product_id":"what-is-curriculum-theory-book-william-f-pinar-9780805848281","title":"What Is Curriculum Theory?","description":"This primer for teachers (prospective and practicing) asks students to question the historical present and their relation to it, and in so doing, to construct their own understandings of what it means to teach, to study, to become \"educated.\" Curriculum theory is presented as the interdisciplinary study of educational experience. The mentral concept of curriculum studies as a \"complicated conversation\" is explored.     Within this framework, Pinar offers a compelling interpretation of contemporary \"school reform\" policies and practices, and an explication of curriculum theory's power to bring forth understanding, resistance, and change. His argument is this: Public education today is dominated by a conservative agenda based on a business model of education focused on the \"bottom line\" (test scores). The origins of this agenda go back to the 1950s, when gendered anxieties over the Cold War and racialized anxieties over school desegregation coded public education (not for the first time) as \"feminized\" and \"black.\" The nature of many politicians' and some parents' criticisms of public education is intelligible only as a recoding of these gendered and racialized anxieties, deferred and displaced from their originating events onto \"school reform.\" This has rendered the classroom a privatized and racialized domestic sphere which politicians--mostly (white) men--endeavor to control, disguised by apparently commonsense claims of \"accountability.\" What is dangerously at stake is academic freedom and control of the curriculum--what teachers are permitted to teach, what children are permitted to study.     This text offers both an understanding of the problem and a way to address it. Pinar uses the concept of currere--the Latin infinitive of curriculum--to describe an autobiographical method that provides a strategy for self-study, a way for both individuals and groups to understand their situations, leading to action. Through currere, it is possible for educators to begin to reconstruct the public sphere--now a \"shopping mall\" in which citizens and students have been reduced to consumers--by connecting academic knowledge to their students (and their own) subjectivities, to society, and to the historical moment. In doing so, they can take back (relative) intellectual freedom and rebuild schooling to speak to persisting problems of race, class, and gender. It is this link, this promise of education for our private-and-public lives as Americans, that curriculum theory enables.     Comprehensive and ground-breaking, What Is Curriculum Theory? is indispensable for scholars and students worldwide across the fields of curriculum studies, foundations of education, educational policy, school reform, and teacher education.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49584876028177,"sku":"GOR007341714","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ GOOD \/ SBYB","offer_id":49799598637329,"sku":"CIN0805848282G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50361418514705,"sku":"CIN0805848282VG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ GOOD \/ INTERNAL","offer_id":53047543038225,"sku":"GOR009999079","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0805848282.jpg?v=1750915304"},{"product_id":"who-benefits-from-special-education-book-ellen-a-brantlinger-9780805855296","title":"Who Benefits From Special Education?","description":"Who Benefits From Special Education?: Remediating (Fixing) Other People's Children addresses the negative consequences of labeling and separating education for students with \"disabilities,\" the cultural biases inherent in the way that we view children's learning difficulties, the social construction of disability, the commercialization of special education, and related issues.  The theme that unifies the chapters is that tension exists between professional ideology and practice, and the wishes and expectations of the recipients of professional practice--children, adolescents, and adults with disabilities and their families. These voices have rarely taken center stage in formulating important decisions about the quality and characteristics of appropriate practice. The dominant view in the field of special education has been that disability is a problem in certain children, rather than an artifact that results from the general structure of schooling; it does not take into consideration the voices of people with disabilities, their families, or their teachers. Offering an alternative perspective, this book deconstructs mainstream special education ideologies and highlights the personal perspectives of students, families, and front-line professionals such as teachers and mental health personnel. It is particularly relevant for special education\/disabilities studies graduate students and faculty and for readers in general education, curriculum studies, instruction theory, and critical theory.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49627347550481,"sku":"GOR011818379","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52408016470289,"sku":"NLS9780805855296","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":52740165009681,"sku":"NIN9780805855296","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0805855297.jpg?v=1751233850"},{"product_id":"cultures-of-curriculum-book-pamela-joseph-9780415991872","title":"Cultures of Curriculum","description":"Using cultures of curriculum as a lens, this clear, compelling text reveals and critically examines the belief systems and classroom practices of curricular orientations in contemporary American society.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":49746752766225,"sku":"CIN0415991870G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50129677910289,"sku":"CIN0415991870VG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51002349060369,"sku":"NIN9780415991872","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52404532379921,"sku":"NLS9780415991872","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0415991870.jpg?v=1750941720"},{"product_id":"like-letters-in-running-water-book-mary-aswell-doll-9780805829853","title":"Like Letters in Running Water","description":"Like Letters in Running Water explores ways in which fiction (prose, drama, poetry, myth, fairytale) yields transformative insights for educational theory and practice. Through a series of intensely original, powerful essays drawing on curriculum theory, literary analysis, psychology, and feminist theory and practice, Doll seeks to confront a commonly held bias that reading literary fictions is \"mere\" entertainment (not a learning experience). She suggests that fiction has immense teaching power because it connects readers with their alliances within themselves and this connection attends to social, outer issues addressed by traditional pedagogies with greater, deeper awareness. Her elaboration in this book of the concept of currere--the lived experience of curriculum--through literature, drama, and myth is a major contribution to the field of curriculum theory.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":49810259149073,"sku":"CIN0805829857G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50445167558929,"sku":"CIN0805829857VG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52125181411601,"sku":"NLS9780805829853","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0805829857.jpg?v=1751139346"},{"product_id":"curricular-conversations-book-margaret-macintyre-latta-9780415897532","title":"Curricular Conversations","description":"The central theme of Curricular Conversations is this: Play is the thing that brings aesthetic curricular complications near educators and their students, making the lived consequences very vivid, tangible, and possible. Viewing curriculum as genuine inquiry into what is worth knowing, rather than simply a curricular document, this book explores the significances instilled and nurtured through aesthetic play. Each chapter delves into the space a given artwork reveals. The artworks act as points of departure and\/or generative vehicles, foregrounding the roles and possibilities of play within curricular conversations. Looking at relevant educational issues, traditions, and theorists through an illuminating lens, this book speaks to curriculum theorists and arts educators everywhere.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":49909396177169,"sku":"CIN041589753XG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51142973358353,"sku":"NIN9780415897532","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52521994191121,"sku":"NLS9780415897532","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/041589753X.jpg?v=1750697713"},{"product_id":"disney-culture-and-curriculum-book-jennifer-a-sandlin-9781138341845","title":"Disney, Culture, and Curriculum","description":"A presence for decades in individuals’ everyday life practices and identity formation, the Walt Disney Company has more recently also become an influential element within the \"big\" curriculum of public and private spaces outside of yet in proximity to formal educational institutions. Disney, Culture, and Curriculum explores the myriad ways that Disney’s curricula and pedagogies manifest in public consciousness, cultural discourses, and the education system. Examining Disney’s historical development and contemporary manifestations, this book critiques and deconstructs its products and perspectives while providing insight into Disney’s operations within popular culture and everyday life in the United States and beyond.  The contributors engage with Disney’s curricula and pedagogies in a variety of ways, through critical analysis of Disney films, theme parks, and planned communities, how Disney has been taught and resisted both in and beyond schools, ways in which fans and consumers develop and negotiate their identities with their engagement with Disney, and how race, class, gender, sexuality, and consumerism are constructed through Disney content. Incisive, comprehensive, and highly interdisciplinary, Disney, Culture, and Curriculum extends the discussion of popular culture as curriculum and pedagogy into new avenues by focusing on the affective and ontological aspects of identity development as well as the commodification of social and cultural identities, experiences, and subjectivities.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50006723264785,"sku":"CIN1138341843G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52614011289873,"sku":"NLS9781138341845","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1138341843.jpg?v=1751400554"},{"product_id":"what-is-curriculum-theory-book-william-f-pinar-9780415804110","title":"What Is Curriculum Theory?","description":"This primer for teachers (prospective and practicing) asks readers to question the historical present and their relation to it, and in so doing, to construct their own understandings of what it means to teach, to study, to become \"educated\" in the present moment.    Curriculum theory is the scholarly effort – inspired by theory in the humanities, arts and interpretive social sciences – to understand the curriculum, defined here as \"complicated conversation.\" Rather than the formulation of objectives to be evaluated by (especially standardized) tests, curriculum is communication informed by academic knowledge, and it is characterized by educational experience. Pinar recasts school reform as school deform in which educational institutions devolve into cram schools preparing for standardized exams, and traces the history of this catastrophe starting in 1950s.    Changes in the Second Edition: Introduces Pinar’s formulation of allegories-of-the-present — a concept in which subjectivity, history, and society become articulated through the teacher’s participation in the complicated conversation that is the curriculum; features a new chapter on Weimar Germany (as an allegory of the present); includes new chapters on the future, and on the promises and risks of technology.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":50161361846545,"sku":"GOR006429988","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ GOOD \/ SBYB","offer_id":50192411689233,"sku":"CIN0415804116G","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0415804116.jpg?v=1750740732"},{"product_id":"cultures-of-curriculum-book-pamela-bolotin-joseph-9780805822748","title":"Cultures of Curriculum","description":"Cultures of Curriculum is meant to foster awareness, examination, and deliberation about the curricula planned for and carried out in classrooms and schools; to inspire conversations about theory and practice, as well as political, social, and moral issues; and to expand critical consciousness about individuals' approaches to curriculum and practice. Using \"cultures of curriculum\" as a lens, the authors reveal and critically examine the belief systems and classroom practices of six curricular orientations in contemporary American society. Readers are encouraged to give serious attention to the issues this book raises for them, and to join with their colleagues, students, and communities in considering how to create curricula with purpose and congruent practices. A framework of inquiry is presented to facilitate such reflection and to accomplish these specific goals:     * to elucidate the concept of curriculum as culture--a revealing system of implicit and explicit beliefs, values, behaviors, and customs in classrooms and schools which are deliberated within communities and other public spheres,  * to acquaint readers with patterns of curriculum thinking that have influenced the development of the concept of cultures of curriculum,  * to offer historical insight about shifting educational and social priorities that have influenced the course of curriculum in American schooling,  * to integrate moral and political discourse into recognition and discussion of curriculum,  * to encourage metaphoric thinking that enables new ways to perceive commonplace assumptions and embedded belief systems,  * to deepen awareness of dilemmas of practice inherent in curriculum work, and  * to hold up each culture of curriculum to critical inquiry of its assumptions, purposes, and claims.     This text is a vital resource for students in curriculum theory, curriculum studies, and history and philosophy of education courses, and should also enter the public discourse as readers bring its ideas and issues into their schools and communities.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50245101256977,"sku":"CIN0805822747G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50719980978449,"sku":"CIN0805822747VG","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0805822747.jpg?v=1750883461"},{"product_id":"reconceptualizing-curriculum-development-book-james-henderson-9780415704274","title":"Reconceptualizing Curriculum Development","description":"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 curriculum—curriculum as deliberative artistry, curriculum as complicated conversation, and curriculum as currere—with John Dewey’s 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 open-ended scaffolding of three embedded reflective inquiries informed by four deliberative conversations. Study recommendations are provided by a carefully selected team. The field-tested study-based approach is illustrated through a multi-layered, multi-voiced narrative collage of four experienced teachers’ personal journeys of understanding in a collegial study context. Applying William Pinar’s argument that a \"conceptual montage\" enabling teachers to lead complicated conversations should be the focus for curriculum development in the field’s current ‘post-reconceptualist’ 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 cross-cultural collaboration and advocacy, reflecting the interest of curriculum scholars in a wide range of countries in this study-based, lead-learning approach to curriculum development.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50352392536337,"sku":"CIN0415704278G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52522128933137,"sku":"NLS9780415704274","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0415704278.jpg?v=1751292222"},{"product_id":"handbook-of-public-pedagogy-book-jennifer-a-sandlin-9780415801270","title":"Handbook of Public Pedagogy","description":"Bringing together scholars, public intellectuals, and activists from across the field of education, the Handbook of Public Pedagogy explores and maps the terrain of this burgeoning field. For the first time in one comprehensive volume, readers will be able to learn about the history and scope of the concept and practices of public pedagogy.          What is 'public pedagogy'?       What theories, research, aims, and values inform it?       What does it look like in practice?   Offering a wide range of differing, even diverging, perspectives on how the 'public' might operate as a pedagogical agent, this Handbook provides new ways of understanding educational practice, both within and without schools. It implores teachers, researchers, and theorists to reconsider their foundational understanding of what counts as pedagogy and of how and where the process of education occurs. The questions it raises and the critical analyses they require provide curriculum and educational workers and scholars at large with new ways of understanding educational practice, both within and without schools.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50352961159441,"sku":"CIN0415801273G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52522228416785,"sku":"NLS9780415801270","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ LIKE_NEW \/ SBYB","offer_id":52888999887121,"sku":"CIN0415801273LN","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":53476640751889,"sku":"CIN0415801273VG","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0415801273.jpg?v=1751228973"},{"product_id":"curriculum-in-abundance-book-david-w-jardine-9780805856019","title":"Curriculum in Abundance","description":"In this text Jardine, Clifford, and Friesen set forth their concept of curriculum as abundance and illustrate its pedagogical applications through specific examples of classroom practices, the work of specific children, and specific dilemmas, images, and curricular practices that arise in concrete classroom events. The detailed classroom examples and careful philosophical explorations illustrate the difference it makes in educational theory and classroom practice to think of the curriculum topics entrusted to teachers and students in schools as abundant.  The central idea is that viewing what is available to teachers and students in classrooms as abundant, rather than scarce, makes available the unseen histories, language, images, and ideas in everyday classroom life–makes it possible to break open the flat, literal “ordinariness” of classroom events, makes their complex and contested meanings visible, understandable, and pedagogically useful. Understanding the disciplines entrusted to schools (such as mathematics, writing, reading) as living inheritances, not as inert, finished, static, manipulable objects, means that the work of the classroom requires getting in on the real, living conversations that constitute these disciplines as they actually function in the classroom. This view of curriculum as abundance has a profound effect on classroom practice.  Curriculum in Abundance addresses curriculum and teaching topics such as mathematics, science, environmental education, social studies, language arts, and the arts curriculum; issues that arise from inviting student-teachers and practicing teachers into the idea of curriculum of abundance; the issue of information and communications technologies in the classroom; and the philosophical underpinnings of constructivism and the dilemmas it poses to thinking about curriculum in abundance. All of the chapters provide images of how to conduct interpretive research in the classroom.  This critically important text for undergraduate and master’s-level courses on curriculum methods, curriculum theory, teacher research, and philosophy of education speaks eloquently to students, teachers, teacher educators, and researchers across the field of education.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50361568362769,"sku":"CIN0805856013G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52124419653905,"sku":"NLS9780805856019","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":52740188832017,"sku":"NIN9780805856019","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0805856013.jpg?v=1751044160"},{"product_id":"teaching-as-a-reflective-practice-book-ian-westbury-9780805829204","title":"Teaching As A Reflective Practice","description":"This volume presents a mix of translations of classical and modern papers from the German Didaktik tradition, newly prepared essays by German scholars and practitioners writing from within the tradition, and interpretive essays by U.S. scholars. It brings this tradition, which virtually dominated German curricular thought and teacher education until the 1960s when American curriculum theory entered Germany--and which is now experiencing a renaissance--to the English-speaking world, where it has been essentially unknown.    The intent is to capture in one volume the core (at least) of the tradition of Didaktik and to communicate its potential relevance to English-language curricularists and teacher educators. It introduces a theoretical tradition which, although very different in almost every respect from those we know, offers a set of approaches that suggest ways of thinking about problems of reflection on curricular and teaching praxis (the core focus of the tradition) which the editors believe are accessible to North American readers--with appropriate \"translation.\" These ways of thinking and related praxis are very relevant to notions such as reflective teaching and the discourse on teachers as professionals. By raising the possibility that the \"new\" tradition of Didaktik can be highly suggestive for thinking through issues related to a number of central ideas within contemporary discourse--and for exploring the implications of these ideas for both teacher education and for a curriculum theory appropriate to these new contexts for theorizing, this book opens up a gold mine of theoretical and practical possibilities.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50362923254033,"sku":"CIN0805829202G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52538213695761,"sku":"NLS9780805829204","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0805829202.jpg?v=1751011917"},{"product_id":"expanding-curriculum-theory-book-william-m-reynolds-9780805846652","title":"Expanding Curriculum Theory","description":"This work brings together some of the newest work in curriculum studies to explore central questions that swirl inside (and out) of the field. The essays are connected by their shared concern for combining alternative methodologies.","brand":"WoB","offers":[{"title":"US \/ LIKE_NEW \/ SBYB","offer_id":50366453678353,"sku":"CIN0805846654LN","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ GOOD \/ SBYB","offer_id":50953611673873,"sku":"CIN0805846654G","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0805846654.jpg?v=1751010525"},{"product_id":"schooling-human-capital-and-civilization-book-bruce-moghtader-9781032422275","title":"Schooling, Human Capital and Civilization","description":"This book explores the formation of human capital in education, interrogating its social and ethical implications, and examining its role in generating policies and practices that govern curriculum studies as an academic field.   Using an inquiry approach and offering an intellectual history of human capital theory through a genealogical methodology, the author begins by contextualizing the formation of the theory and explores its correlation with the history of imperialism. Tracing the concept of human capital from ancient slave societies to colonial empires, the book arrives at the modern formulations of the concept in education systems and explores its impact on curriculum and pedagogy in the digital age. Asking whether an approach that represented slaves, machines, animals, and property in its history is appropriate for forward-looking democratic societies, the author then uncovers crucial implications for educational equity and teacher development. Presenting a unique genealogy of schooling humans as economic resources and offering a descriptive and critical analysis of its impact on education as lived experience, the author excavates ideas and mentalities by which we think about modern schooling processes. This approach supports the intellectual development of teachers and offers a critical assessment of power-knowledge relations in curriculum studies. Discerning associations between the human capital theory of education and technological progress with implications for ethics in the digital age, it will be an outstanding resource for scholars and graduates working across comparative and international education, the history of education, curriculum studies, digital education, and curriculum theory.","brand":"WoB","offers":[{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50377643294993,"sku":"CIN1032422270VG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52146550046993,"sku":"NLS9781032422275","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1032422270.jpg?v=1750983889"},{"product_id":"curricular-and-architectural-encounters-with-w-g-sebald-book-teresa-strong-wilson-9781032299730","title":"Curricular and Architectural Encounters with W.G. Sebald","description":"This book engages with the writings of W.G. Sebald, mediated by perspectives drawn from curriculum and architecture, to explore the theme of unsettling complacency and confront difficult knowledge around trauma, discrimination and destruction.   Moving beyond overly instrumentalist and reductive approaches, the authors combine disciplines in a scholarly fashion to encourage readers to stretch their understandings of currere. The chapters exemplify important, timely and complicated conversations centred on ethical response and responsibility, in order to imagine a more just and aesthetically experienced world. In the analysis of BILDUNG as human formation, the book illuminates the pertinent lessons to be learned from the works of Sebald and provokes further investigations into the questions of memory, grief, and limits of language. Through its juxtaposition of curriculum and architecture, and using the prose of Sebald as a prism, the book revitalizes questions about education and ethics, probes the unsettling of complacency, and enables conversation around difficult knowledge and ethical responsibility, as well as offering hope and resolve.  An important intervention in standard approaches to understanding currere, this book provides essential context for scholars and educators with interests in the history of education, curriculum architectural education and practice studies, memory studies, narrative research, Sebaldian studies, and educational philosophy.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ GARDNERS","offer_id":50406439190801,"sku":"NGR9781032299730","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51233445740817,"sku":"NIN9781032299730","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52587234099473,"sku":"NLS9781032299730","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1032299738.jpg?v=1750708844"},{"product_id":"south-korean-education-and-learning-excellence-as-a-hallyu-book-young-chun-kim-9781032515755","title":"South Korean Education and Learning Excellence as a Hallyu","description":"This book constitutes a sociological, anthropological and curricular inquiry into the factors surrounding high academic achievement rates of students in South Korea.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50465257160977,"sku":"CIN1032515759G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51306106028305,"sku":"NIN9781032515755","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52129805041937,"sku":"NLS9781032515755","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1032515759.jpg?v=1750822628"},{"product_id":"complexifying-curriculum-studies-book-molly-quinn-9781138558076","title":"Complexifying Curriculum Studies","description":"The essays in this volume bring together leading-edge scholars to illuminate the work of William E. Doll, Jr., as a key curriculum thinker of global impact, and introduce his work and influence to new generations of scholars, teachers, and students of education. Drawing on their individual contexts, contributors cover a range of topics and themes, including engagement with pragmatism, the work of John Dewey, and the inclusion of post-modern, chaos, and complexity theories to education and curriculum. Advancing our understanding and conversation of existing problems and possibilities in education, this collection serves as both an homage to Doll and a call for action and consideration of what matters in education.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":50466564178193,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50466566045969,"sku":"CIN1138558079VG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52404780040465,"sku":"NLS9781138558076","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1138558079.jpg?v=1750984256"},{"product_id":"complexifying-curriculum-studies-book-molly-quinn-9780367547929","title":"Complexifying Curriculum Studies","description":"The essays in this volume bring together leading-edge scholars to illuminate the work of William E. Doll, Jr., as a key curriculum thinker of global impact, and introduce his work and influence to new generations of scholars, teachers, and students of education. Drawing on their individual contexts, contributors cover a range of topics and themes, including engagement with pragmatism, the work of John Dewey, and the inclusion of post-modern, chaos, and complexity theories to education and curriculum. Advancing our understanding and conversation of existing problems and possibilities in education, this collection serves as both an homage to Doll and a call for action and consideration of what matters in education.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":50697861202193,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ GARDNERS","offer_id":50697863463185,"sku":"NGR9780367547929","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52481442873617,"sku":"NLS9780367547929","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0367547929.jpg?v=1751259814"},{"product_id":"curriculum-environment-and-the-work-of-c-a-bowers-book-audrey-dentith-9780367417864","title":"Curriculum, Environment, and the Work of C. A. Bowers","description":"This edited volume extends ecological approaches to curriculum theory by recognizing and building on the contributions of the late Chet A. Bowers to curriculum and ecological studies globally.   Chapters provide in-depth explanation of Bowers’ central contributions to the field, including his identification of the linguistic roots of ecological degradation; the need for school curricula to support sustainability; and the principles of cultural commons, eco-justice, and ecological intelligence. Building on these ideas and emphasizing the links between curriculum studies, social justice, and environmental education, the text illustrates how Bowers’ ideas must now inform future approaches to schooling, teacher education, research, and Indigenous communities to guard against the global ecological crises we now face.   This text will benefit researchers, academics, and educators with an interest in curriculum studies, sustainability education, and environmental studies in particular. Those interested in the sociology of education, educational change, and school reform will also benefit from the book.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":50697998401809,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ GARDNERS","offer_id":50698001547537,"sku":"NGR9780367417864","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52520930017553,"sku":"NLS9780367417864","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0367417863.jpg?v=1750781403"},{"product_id":"influences-and-inspirations-in-curriculum-studies-research-and-teaching-book-carmen-shields-9780367722647","title":"Influences and Inspirations in Curriculum Studies Research and Teaching","description":"This volume highlights lived experiences, personal inspirations and motivations, which have generated scholarship, and influenced the research and teaching of scholars in the field of curriculum studies.   Offering contributions from new, established and experienced scholars, chapters foreground the ways in which the authors have been influenced by the mentorship and work of others, by personal challenges, and by the contexts in which they live and work. Chapters also illustrate how scholars have engaged in variety of methodological and autobiographical processes including narrative and poetic inquiry, autoethnography and visual arts research. Through a range of contributions, the book clarifies the origins and legacy of contemporary curriculum studies and in doing so, provides inspiration for beginning scholars and academics as they continue to find their voices in academic communities.   Offering rich insight into the experiences and scholarship of a wide range of scholars, this volume will be of interest to students, scholars and researchers with an interest in curriculum studies, as well as educational research and methodologies more broadly.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ GARDNERS","offer_id":50698051551505,"sku":"NGR9780367722647","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51229056598289,"sku":"NIN9780367722647","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52473941786897,"sku":"NLS9780367722647","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/036772264X.jpg?v=1751038311"},{"product_id":"dialogical-engagement-with-the-mythopoetics-of-currere-book-brian-casemore-9781032139296","title":"Dialogical Engagement with the Mythopoetics of Currere","description":"This volume showcases a series of chapters that elaborate on Mary Aswell Doll’s contributions to the field of curriculum theory through her examination of currere as a mythopoetics.  By bringing Doll’s Jungian, autobiographical, and literary perspectives into conversation with emergent forms of subjective inquiry—including aesthetic concepts, ecological questions, and spiritual themes—the volume foregrounds the originality and significance of Doll’s book The Mythopoetics of Currere in particular, while simultaneously extending it and demonstrating its applications in various scholarly conversations. Leading scholars in the field of curriculum studies such as William F. Pinar and Molly Quinn demonstrate how they use Doll’s ideas as pedagogy, as theoretical framing for their work, and as the basis of their own study and self-exploration. A response essay from Doll herself concludes the text, bringing further thought and insight to the mythopoetic dimensions of currere.   This text will benefit scholars, academics, and students in the fields of curriculum studies, curriculum theory, and the foundations of education more broadly. Teachers and teacher educators interested in the conceptualization of curriculum in humanities education will also benefit from this volume.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ GARDNERS","offer_id":50698273325329,"sku":"NGR9781032139296","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51250748621073,"sku":"NIN9781032139296","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52428409471249,"sku":"NLS9781032139296","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1032139293.jpg?v=1750886493"},{"product_id":"love-in-the-post-reconceptualist-era-of-curriculum-work-book-allan-michel-jales-coutinho-9781032417615","title":"Love in the Post-Reconceptualist Era of Curriculum Work","description":"By employing the autobiographical method of currere and bifocalization, this book sheds light on the significance of love and the ethics of caregiving as means to transform curriculum studies into a post-reconceptualist and collective endeavor.   Advancing an understanding of curriculum as a \"collective public moral enterprise,\" it critically asks whether we can build a world where love is not negotiated, but only proliferated. Through the creation of short and interconnected autobiographical narratives about the meanings of love, the author provides pivotal insights for curricularists who labor in conflicting and paradoxical contexts. As such, the book seeks to demonstrate how the labor of \"love fortification\" may be accomplished in a world of agonistic, antagonistic, and competitive becoming(s). Highlighting the role of caregiving, this book questions the role of evaluations in post-reconceptualization and provides insights for educators and policymakers on how to promote \"actualization\" and reconciliation in schools in contexts across the global-north and -south.  Engaging with a long scholarly tradition that ultimately seeks to understand the meanings of love in our lives and in our work, supporting the \"historization\" of the field of curriculum, and with an international focus, this book will appeal to scholars and students with interests in curriculum studies and curriculum theory.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":50698612965649,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ GARDNERS","offer_id":50698615554321,"sku":"NGR9781032417615","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52590336246033,"sku":"NLS9781032417615","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":53082798883089,"sku":"NIN9781032417615","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1032417617.jpg?v=1751174573"},{"product_id":"currere-and-psychoanalytic-guided-regression-book-karl-martin-9781032503479","title":"Currere and Psychoanalytic Guided Regression","description":"This book revisits the 1970 Kent State shootings, also known as the May 4 massacre and the Kent State massacre, using a new approach of currere and psychoanalytic guided regression. Drawing on a variety of interviews with those who were present at the events or who have close connections to the aftermath, the author engages in what he terms a doubled currere. This includes weaving a description of currere and narrative work with the actual storytelling of the subjects in order to build bridges and positive meaning through allegory and through inquiry that honors the narrative and re-energizes the field. Using a combination of the interviews, analysis and synthesis, the book re-activates and re-vitalizes the events, crucially engages with the notion of alterity, and unpacks the singularity of the past in its distinctive complexity. Carrying themes of hopeful ambiguity, it demonstrates how positive change can be guided, and positive insights engendered. Constructing a new remembrance of these tragic events and offering a distinctive and unique study utilizing currere, it will appeal to scholars of curriculum and instruction, as well as psychiatrists, psychologists, and historians.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ GARDNERS","offer_id":50698692100369,"sku":"NGR9781032503479","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51304949154065,"sku":"NIN9781032503479","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52594872746257,"sku":"NLS9781032503479","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1032503475.jpg?v=1751333692"},{"product_id":"influences-and-inspirations-in-curriculum-studies-research-and-teaching-book-carmen-shields-9780367722661","title":"Influences and Inspirations in Curriculum Studies Research and Teaching","description":"This volume highlights lived experiences, personal inspirations and motivations, which have generated scholarship, and influenced the research and teaching of scholars in the field of curriculum studies.   Offering contributions from new, established and experienced scholars, chapters foreground the ways in which the authors have been influenced by the mentorship and work of others, by personal challenges, and by the contexts in which they live and work. Chapters also illustrate how scholars have engaged in variety of methodological and autobiographical processes including narrative and poetic inquiry, autoethnography and visual arts research. Through a range of contributions, the book clarifies the origins and legacy of contemporary curriculum studies and in doing so, provides inspiration for beginning scholars and academics as they continue to find their voices in academic communities.   Offering rich insight into the experiences and scholarship of a wide range of scholars, this volume will be of interest to students, scholars and researchers with an interest in curriculum studies, as well as educational research and methodologies more broadly.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ GARDNERS","offer_id":50698709893393,"sku":"NGR9780367722661","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51306064118033,"sku":"NIN9780367722661","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52521510273297,"sku":"NLS9780367722661","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0367722666.jpg?v=1751165779"},{"product_id":"restoring-soul-passion-and-purpose-in-teacher-education-book-peter-grimmett-9780367522957","title":"Restoring Soul, Passion, and Purpose in Teacher Education","description":"This text both challenges and traces the development of a culture of regulation, standardization, performativity, and governmentality evident in Anglophone teaching practice and education.  Framed by a brief history of teacher education research and policy in North America over the last six decades, the text argues that the instrumentalization of curriculum and pedagogy has robbed teachers of their pedagogical soul, passion, and purpose. Using a conceptual model, Grimmett forges a pathway for teachers to adopt a soulful way forward in professional practice, individually and collectively enhancing autonomy over programs, and protecting the public trust placed in them as educators.  This text will benefit researchers, academics, and educators with an interest in teachers and teacher education, educational policy and politics, and curriculum thinking and enactment more broadly. Those specifically interested in pedagogy, educational change and reform, and the philosophy of education will also benefit from this book.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ GARDNERS","offer_id":50698775658769,"sku":"NGR9780367522957","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52334781563153,"sku":"NLS9780367522957","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0367522950.jpg?v=1751292370"},{"product_id":"national-and-religious-ideologies-in-the-construction-of-educational-historiogra-book-jil-winandy-9781032070766","title":"National and Religious Ideologies in the Construction of Educational Historiography","description":"Documenting the reception of the pre-eminent Austrian school reformer Johann Ignaz Felbiger and his pedagogical thought in European histories of education in the nineteenth century, this volume demonstrates how national and religious ideological preferences have propelled the construction of fundamental biases in educational historiography.   Covering more than 200 years and multiple national contexts, this book’s case studies of France and Switzerland, as well as close analysis of historical documents and textbooks, reveal how a canon of glorified historical \"heroes\" have been promoted over and above other educational actors, with the aim of morally instructing future teachers according to national and religious values. Based on a strong array of historical sources, the author demonstrates how biased educational historiographies are utilized in gaining support for certain pedagogical and curricula models. Through the deep examination of textbooks used in teacher training and the explication of the work and actual influence of Felbiger’s method in Catholic parts of Europe, this book captures how these narratives impact our understanding of early national histories.   Offering new knowledge in the history of curriculum studies, this volume will be of interest to scholars and researchers with an interest in the history of education, as well as comparative teacher education.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":50698923573521,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ GARDNERS","offer_id":50698927243537,"sku":"NGR9781032070766","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52589131268369,"sku":"NLS9781032070766","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1032070765.jpg?v=1750853868"},{"product_id":"queer-theory-in-education-book-william-f-pinar-9780805829211","title":"Queer Theory in Education","description":"Theoretical studies in curriculum have begun to move into cultural studies--one vibrant and increasingly visible sector of which is queer theory. Queer Theory in Education brings together the most prominent and promising scholars in the field of education--primarily but not exclusively in curriculum--in the first volume on queer theory in education. In his perceptive introduction, the editor outlines queer theory as it is emerging in the field of education, its significance for all scholars and teachers, and its relation to queer theory in literacy theory and more generally, in the humanities.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":50763096654097,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ GOOD \/ SBYB","offer_id":50763101667601,"sku":"CIN0805829210G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52502583804177,"sku":"NLS9780805829211","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":53419632525585,"sku":"CIN0805829210VG","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0805829210.jpg?v=1750746111"},{"product_id":"sound-curriculum-book-walter-s-gershon-9780367342609","title":"Sound Curriculum","description":"Part of a growing group of works that addresses the burgeoning field of sound studies, this book attends not only to theoretical and empirical examinations, but also to methodological and philosophical considerations at the intersection of sound and education. Gershon theoretically advances the rapidly expanding field of sound studies and simultaneously deepens conceptualizations and educational understandings across the fields of curriculum studies and foundations of education. A feature of this work is the novel use of audio files aligned with the arguments within the book as well as the discussion and application of cutting-edge qualitative research methods.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":50973655957777,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ GARDNERS","offer_id":51596601753873,"sku":"NGR9780367342609","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52485314773265,"sku":"NLS9780367342609","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/036734260X.jpg?v=1750781329"},{"product_id":"international-handbook-of-curriculum-research-book-william-f-pinar-9780415804301","title":"International Handbook of Curriculum Research","description":"Continuing its calling to define the field and where it is going, the Second Edition of this landmark handbook brings up to date its comprehensive reportage of scholarly developments and school curriculum initiatives worldwide, providing a panoramic view of the state of curriculum studies globally. Its international scope and currency and range of research and theory reflect and contribute significantly to the ongoing internationalization of curriculum studies and its growth as a field worldwide.   Changes in the Second Edition:         Five new or updated introductory chapters pose transnational challenges to key questions curriculum research addresses locally.      Countries absent in the First Edition are represented: Chile, Colombia, Cypress, Ethiopia, Germany, Iran, Luxembourg, Nigeria, Peru, Poland, Portugal, Singapore, South Africa, Spain, and Switzerland.      39 new or updated chapters on curriculum research in 34 countries highlight curriculum research that is not widely known in North America.   This handbook is an indispensable resource for prospective and practicing teachers, for curriculum studies scholars, and for education students around the world.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":50978930688273,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ GARDNERS","offer_id":51599153234193,"sku":"NGR9780415804301","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0415804302.jpg?v=1751166196"},{"product_id":"engaging-curriculum-book-bill-green-9780367342623","title":"Engaging Curriculum","description":"Explicitly linking curriculum inquiry to English education via recurring themes of representation, democracy and knowledge, this book is a call for both researchers and practitioners to engage with curriculum, explicitly and deliberatively, as both a concept and a question. The approach is broadly conceptual and constitutes an exercise in theoretical and philosophical inquiry. While deeply informed by North American debates and developments, this book offers a distinctive counterpoint and a strategically ‘ex-centric’ perspective, being equally informed by the curriculum scene in Australia, as well as the UK and elsewhere. Divided into two sections, this book first addresses matters of general curriculum inquiry, while the second turns more specifically to English teaching and to associated questions of language, literacy and literature in L1 education. Green brings the two together through a critical examination of the Australian national curriculum, especially in its implications and challenges for English teaching, and with due regard for the project of transnational curriculum inquiry.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51001470320913,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51001471828241,"sku":"NIN9780367342623","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52484440916241,"sku":"NLS9780367342623","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0367342626.jpg?v=1750877766"},{"product_id":"worldliness-of-a-cosmopolitan-education-book-william-f-pinar-9780415995511","title":"The Worldliness of a Cosmopolitan Education","description":"Pinar positions himself against three pressing problems of the profession:          the crime of collectivism that identity politics commits,       the devaluation of academic knowledge by the programmatic preoccupations of teacher education, and       the effacement of educational experience by standardized testing.   A cosmopolitan curriculum, Pinar argues, juxtaposes the abstract and the concrete, the collective and the individual: history and biography, politics and art, public service and private passion. Such a curriculum provides passages between the subjective and the social, and in so doing, engenders that worldliness a cosmopolitan education invites. Such worldliness is vividly discernible in the lives of three heroic individuals: Jane Addams (1860-1935), Laura Bragg (1881-1978), and Pier Paolo Pasolini (1922-1975). What these disparate individuals demonstrate is the centrality of subjectivity in the cultivation of cosmopolitanism. Subjectivity takes form in the world, and the world is itself reconstructed by subjectivity’s engagement with it.  In this intriguing, thought-provoking, and nuanced work, Pinar outlines a cosmopolitan curriculum focused on passionate lives in public service, providing one set of answers to how the field accepts and attends to the inextricably interwoven relations among intellectual rigor, scholarly erudition, and intense but variegated engagement with the world.","brand":"WoB","offers":[{"title":"US \/ NEW \/ INGRAM","offer_id":51002337329425,"sku":"NIN9780415995511","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ GOOD \/ SBYB","offer_id":51141191532817,"sku":"CIN0415995515G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52482614427921,"sku":"NLS9780415995511","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0415995515.jpg?v=1751197050"},{"product_id":"cultures-of-curriculum-book-pamela-joseph-9780415991865","title":"Cultures of Curriculum","description":"Using \"cultures of curriculum\" as a lens, this clear, compelling text reveals and critically examines the belief systems and classroom practices of curricular orientations in contemporary American society. It is designed to foster awareness, examination, and deliberation about the curricula planned for and carried out in classrooms and schools; to inspire conversations about theory and practice as well as political, social, and moral issues; and to expand critical consciousness about approaches to curriculum and practice. Readers are encouraged to give serious attention to the issues this book raises for them, and to join with their colleagues, students, and communities in considering how to create curricula with purpose and congruent practices and to reculture classrooms and schools. A framework of inquiry is presented to facilitate such reflection and to accomplish these goals.   Cultures of Curriculum, Second Edition:          Introduces the field of curriculum studies by describing theories and questions pertinent to curriculum inquiry         Describes the process of curriculum leadership drawing from historical and contemporary research on curriculum change and transformation         Presents the concept of cultures of curriculum as a way of thinking of curriculum as cultural text encompassing histories, norms, beliefs, values, roles, and environments.          Connects theory to practice by describing curricular orientations as depicted in practice, providing educators with approaches to instruction, planning, and assessment for creating intentional practices in classrooms and schools          Uses a heuristic that helps educators to understand curricular orientations, examine curriculum in classrooms and schools, and reflect upon their own beliefs and practices          Integrates moral and political discourse into discussions of curriculum orientations so that educators can recognize, question, and challenge aims and actions by examining dominant paradigms and both their direct and unforeseeable influences upon schooling   Changes in the second edition:          Four new chapters –         \"Narrowing the Curriculum\" (current trends of standardization and high-stakes testing)      \"Educating Through Occupations (Deweyan progressive and career\/technical education)      \"Sustaining Indigenous Traditions\" (Native American\/indigenous education)      \"Envisioning Peace\" (peace, global, human rights, environmental education)        Updates and pertinent scholarship in all chapters reflecting recent events and discourses      Curricular cultures all are examples of progressive alternatives to traditional education      New two-part structure: Curriculum Studies and Curricular Cultures","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51002350141713,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51002352992529,"sku":"NIN9780415991865","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52403821773073,"sku":"NLS9780415991865","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0415991862.jpg?v=1751391816"},{"product_id":"lure-of-the-transcendent-book-dwayne-huebner-9780805825343","title":"The Lure of the Transcendent","description":"In 1969, Bill Pinar was privileged to study with Dwayne Huebner at Teachers College. In a large room with 70 others, he watched an extraordinary figure in the distance--speaking a tongue few of them grasped--whom they all found compelling. They knew they were in the presence of a most remarkable and learned man. Huebner helped create the world which contemporary curriculum scholars now inhabit and labor to recreate as educators and theoreticians. His generative influence has been evident in many discourses, including the political, the phenomenological, the aesthetic, and the theological. This volume situates Huebner's work historically, emphasizing the ways it foreshadowed the reconceptualization of the field in the 1970s.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51007764005137,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51007768199441,"sku":"NIN9780805825343","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52348498280721,"sku":"NLS9780805825343","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0805825347.jpg?v=1751107068"},{"product_id":"ethics-of-becoming-a-good-teacher-book-ying-ma-9781032456959","title":"The Ethics of Becoming a Good Teacher","description":"This book explores Aristotelian and Confucian wisdom traditions to understand education and what counts as a good teacher in an embodied dialogic approach. The book creates a dialogue between ancient ideas and the author’s lived experiences as a teacher in cross-cultural landscapes today to ruminate on the important themes of educational purpose, teacher excellence, teacher-student relationships, and teaching skill. It asks fundamental educational questions including \"Why Do We Educate? Eudaimonia and Dao\"; \"What Do We Educate? Phronesis, Philia and Ren\"; and \"How Do We Educate? Techne and Liuyi\". Moving beyond the dominant epistemological concerns such as how to teach more effectively to help students gain better marks in schools, it constitutes an ethical inquiry that illuminates the values, purposes, concerns, and hopes that animate genuinely educational work. Using a comparative approach to wisdom traditions from both the East and the West, it addresses parochialism and challenges Eurocentric research paradigms. Embedded in the messy ground of teaching in intergenerational and cross-cultural narratives, the author’s own experiences as a student\/teacher\/daughter of a teacher\/mother of a student crucially unpacks and concretizes ancient concepts and reactivates them in concrete situations. A sense of a whole without completeness, a conception of the good without closure, and an aspiration without achievement continue to haunt the search for an ultimate answer to the question \"what counts as a good teacher?\". It will appeal to scholars, teachers, and teacher educators with an interest in narrative inquiry and educational research, as well as those in the field of curriculum studies and the philosophy of education.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51017393307921,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51017395372305,"sku":"NIN9781032456959","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52335045476625,"sku":"NLS9781032456959","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1032456957.jpg?v=1751301449"},{"product_id":"praxis-of-presence-in-curriculum-theory-book-william-f-pinar-9781032079769","title":"A Praxis of Presence in Curriculum Theory","description":"Building on his seminal methodological contribution to the field – currere – here William F. Pinar posits a praxis of presence as a unique form of individual engagement against current cultural crises in education.  Bringing together a series of updated essays, articles, and new writings to form this comprehensive volume, Pinar first demonstrates how a praxis of presence furthers the study of curriculum as lived experience to overcome self-enclosure, restart lived and historical time, and understand technology through a process of regression, progression, analysis, and synthesis. Pinar then further illustrates how this practice can inform curricular responses to countering presentism, narcissism, and techno-utopianism in educators’ work with \"digital natives.\"  Ultimately, this book offers researchers, scholars, and teacher educators in the fields of curriculum theory, the sociology of education, and educational policy more broadly the analytical and methodological tools by which to advance their understanding of currere, and in doing so, allows them to tackle the main cultural issues that educators face today.","brand":"WoB","offers":[{"title":"US \/ NEW \/ INGRAM","offer_id":51017423618321,"sku":"NIN9781032079769","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ GARDNERS","offer_id":51346922668305,"sku":"NGR9781032079769","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52452279746833,"sku":"NLS9781032079769","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1032079762.jpg?v=1751301678"},{"product_id":"teaching-as-a-reflective-practice-book-ian-westbury-9781138983670","title":"Teaching As A Reflective Practice","description":"This volume presents a mix of translations of classical and modern papers from the German Didaktik tradition, newly prepared essays by German scholars and practitioners writing from within the tradition, and interpretive essays by U.S. scholars. It brings this tradition, which virtually dominated German curricular thought and teacher education until the 1960s when American curriculum theory entered Germany--and which is now experiencing a renaissance--to the English-speaking world, where it has been essentially unknown.    The intent is to capture in one volume the core (at least) of the tradition of Didaktik and to communicate its potential relevance to English-language curricularists and teacher educators. It introduces a theoretical tradition which, although very different in almost every respect from those we know, offers a set of approaches that suggest ways of thinking about problems of reflection on curricular and teaching praxis (the core focus of the tradition) which the editors believe are accessible to North American readers--with appropriate \"translation.\" These ways of thinking and related praxis are very relevant to notions such as reflective teaching and the discourse on teachers as professionals. By raising the possibility that the \"new\" tradition of Didaktik can be highly suggestive for thinking through issues related to a number of central ideas within contemporary discourse--and for exploring the implications of these ideas for both teacher education and for a curriculum theory appropriate to these new contexts for theorizing, this book opens up a gold mine of theoretical and practical possibilities.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51020150505745,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51020152766737,"sku":"NIN9781138983670","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":52299794874641,"sku":"GOR012851545","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52618970988817,"sku":"NLS9781138983670","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1138983675.jpg?v=1751048456"},{"product_id":"mythopoetics-of-currere-book-mary-aswell-doll-9781138207691","title":"The Mythopoetics of Currere","description":"In The Mythopoetics of Currere, Doll uses depth psychology, myth, and literature to offer a new approach to currere, the root of curriculum, through essays exploring significant literary images that open doorways into the fictions that layer the self. Offering a focus on the body, queer love, false belief, strangeness, otherness, and chaos, this book suggests new metaphors for understanding why currere is what matters most in curriculum.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51083897635089,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51083899142417,"sku":"NIN9781138207691","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52478686232849,"sku":"NLS9781138207691","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1138207691.jpg?v=1750791762"},{"product_id":"lingering-with-the-works-of-ted-t-aoki-book-nicole-y-s-lee-9780367479084","title":"Lingering with the Works of Ted T. Aoki","description":"This unique collection of essays from emerging and established curriculum theory scholars documents individuals’ personal encounters and lingering interactions with Ted T. Aoki and his scholarship. The work illuminates the impact of Aoki’s lifework both theoretically and experientially.  Featuring many of the field’s top scholars, the text reveals Aoki’s historical legacy and the contemporary significance of his work for educational research and practice. The influence of Aoki’s ideas, pedagogy, and philosophy on lived curriculum is vibrantly examined. Themes include tensionality, multiplicity, and bridging of difference. Ultimately, the text celebrates an Aokian \"way of being\" whilst engaging a diversity of perspectives, knowledges, and philosophies in education to reflect on the contribution of his work and its continual enrichment of curriculum scholarship today.   This text will benefit researchers, academics, and educators with an interest in curriculum studies, educational research, teacher education, and the philosophy of education more broadly. Those specifically interested in international and comparative education, as well as interdisciplinary approaches – which include perspectives in arts, language and literacy, sciences, technology, and higher education curriculum – will also benefit from this book.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51095308894481,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51095313383697,"sku":"NIN9780367479084","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52430204633361,"sku":"NLS9780367479084","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0367479087.jpg?v=1750781486"},{"product_id":"schooling-the-puritan-imperative-and-the-molding-of-an-american-national-identit-book-douglas-mcknight-9781138881181","title":"Schooling, the Puritan Imperative, and the Molding of an American National Identity","description":"Explores the relationship between the purposes of education and the notion of an American identity and morality rooted in the Puritan concept of an errand into the wilderness.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51099261436177,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51099265270033,"sku":"NIN9781138881181","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52482496921873,"sku":"NLS9781138881181","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/113888118X.jpg?v=1751334475"},{"product_id":"education-of-eros-book-dennis-l-carlson-9780415808514","title":"The Education of Eros","description":"The Education of Eros is the first and only comprehensive history of sexuality education and the “problem” of adolescent sexuality from the mid-20th century to the beginning of the 21st. It explores how professional health educators, policy makers, and social and religious conservatives differed in their approaches, and battled over what gets taught about sexuality in schools, but all shared a common understanding of the adolescent body and adolescent desire as a problem that required a regulatory and disciplinary education. It also looks the rise of new social movements in civil society and the academy in the last half of the 20th century that began to re-frame the “problem” of adolescent sexuality in a language of rights, equity, and social justice. Situated within critical social theories of sexuality, this book offers a tool for re-framing the conversation about adolescent sexuality and reconstructing the meaning of sexuality education in a democratic society.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51102073651473,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51102075617553,"sku":"NIN9780415808514","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52522245488913,"sku":"NLS9780415808514","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0415808510.jpg?v=1750878694"},{"product_id":"currere-and-legacy-in-the-context-of-family-business-book-samuel-chen-9781032426488","title":"Currere and Legacy in the Context of Family Business","description":"This book presents a new conceptualization of the idea of legacy in a family business setting as an educational experience of teaching and learning between generations.   Using the lived experience of the author, it combines autoethnography with a discussion on the influence of Chinese culture on family business and expectations placed on the eldest son, as well as Bill Pinar’s model of Currere, to investigate the processes around intergenerational learning. The author argues that legacy is the process of journeying to full personhood and the results of connected and collective aspirations, shifting the focus from succession that is often marked by silence and power control. The author’s approach to business as a field has transformed its strong instrumental approach into an existential orientation with self-discovery and self-creation as an ongoing process.  Providing the new and innovative beginnings of a theoretical curriculum that could foster legacy processes and taking a unique and interdisciplinary approach to looking at family business and legacy, this book will be relevant to scholars and researcher of both education and business studies.","brand":"WoB","offers":[{"title":"US \/ NEW \/ INGRAM","offer_id":51108034871569,"sku":"NIN9781032426488","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52595578962193,"sku":"NLS9781032426488","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1032426489.jpg?v=1751269144"},{"product_id":"curriculum-histories-in-place-in-person-in-practice-book-petra-hendry-9781032390093","title":"Curriculum Histories in Place, in Person, in Practice","description":"This book situates the Curriculum Theory Project at Louisiana State University within a larger historical framework of curriculum work, examining the practices which have sustained this type of curricular vitality over the lifetime of the field’s existence.   Divided into seven parts, the authors illuminate seven practices which have sustained the scholarship, graduate programs, mentorship, and networking that have been critical to maintaining a web of international relationships. This exploration and coming together of intergenerational stories reveals a more complete and nuanced narrative of the development of curriculum theory over the last 60 years. Crucially, the project exemplifies the continuing resilience of curriculum theory despite ongoing neo-liberal aspirations to reframe education as a business. Reflecting upon the lived experiences and articulated memories of those who have participated in the project and analysis of documents collected over its 25-year history, it considers curriculum history(ies) writ large through and from this lens of practice. As such, it opens up fresh insights for cultivating the vitality and vigor of curriculum theory more broadly on an international scale and with a view to future directions for the field.   It will appeal to both new and experienced scholars working across education foundations, urban education, philosophy of education, and higher education, and researchers from across history, sociology, anthropology, ethnic studies, and gender studies.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51108035494161,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51108039033105,"sku":"NIN9781032390093","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52589533757713,"sku":"NLS9781032390093","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1032390093.jpg?v=1751399943"},{"product_id":"engaging-currere-toward-decolonization-book-shauna-knox-usa-9781032066424","title":"Engaging Currere Toward Decolonization","description":"This timely volume uniquely illustrates how currere can be applied to the process of decolonizing subjectivity. Centered around the experiences of one black woman from the third world, the text details the theoretical underpinnings of Currere towards Decolonizing (CTD), and walks the reader through the autobiographical analysis involved in dismantling cognitive colonization.  Conceived as a four-part autobiographical process of remembering, identifying, imagining, and decolonizing, the method of CTD is demonstrated as a means of recognizing and reflecting on how the colonial project has been internalized, and of gradually dismantling the psychological, affective, and material impact of colonization. Using both theoretical and experiential standpoints, and intersecting with notions of anti-blackness, linguicide, and Africana womanhood, the volume moves curriculum theory urgently towards anti-colonial mechanisms that disrupt the colonizing process.  This text will benefit researchers, academics, and educators in higher education with an interest in curriculum studies, post-colonialism, and Black studies more broadly. Those specifically interested in interpersonal psychoanalysis, as well as gender and third world studies, will also benefit from this book.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51132463808785,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51132466004241,"sku":"NIN9781032066424","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52404208632081,"sku":"NLS9781032066424","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1032066423.jpg?v=1751399418"},{"product_id":"in-search-of-responsibility-as-education-book-hannah-spector-9780367821418","title":"In Search of Responsibility as Education","description":"Not to be conflated with systems of accountability, this book examines responsibility as a subject of educational inquiry. The author argues that responsibility in its most radical sense is not connected to a higher authority. Rather, responsibility summons the actor to do the right thing when no one else is there to announce what is right; it involves speaking the truth in a world that is increasingly characterized by organized lying and organized irresponsibility.   The search for responsibility as education is explored through a wide range of issues including: studying the ways in which the bureaucratization of the world undermine ethical consciousness; cultivating the ethical imagination in education which is not only vital to sustaining democracy, but to counteracting indifference to crimes against humanity and crimes against the planet; critiquing the imperial nationalism of a wave of education legislation requiring American schools to provide instruction on genocides and other mass atrocities that take place by ‘others’ and ‘abroad’ but not at ‘home’ or by ‘us’; centralizing a curriculum of common sense in an era marked by a breakdown of common sense and disinformation narratives; and facing a reality that can never be experienced: the end of the human world.   Reimagining education as an avenue for cultivating personal responsibility and global justice, this text will be of interest to students, scholars, and researchers working in curriculum studies, philosophy of education, educational policy, and teacher education.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51133207544081,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51133207838993,"sku":"NIN9780367821418","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52521360195857,"sku":"NLS9780367821418","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0367821419.jpg?v=1750974736"},{"product_id":"disney-culture-and-curriculum-book-jennifer-a-sandlin-9781138957688","title":"Disney, Culture, and Curriculum","description":"A presence for decades in individuals’ everyday life practices and identity formation, the Walt Disney Company has more recently also become an influential element within the \"big\" curriculum of public and private spaces outside of yet in proximity to formal educational institutions. Disney, Culture, and Curriculum explores the myriad ways that Disney’s curricula and pedagogies manifest in public consciousness, cultural discourses, and the education system. Examining Disney’s historical development and contemporary manifestations, this book critiques and deconstructs its products and perspectives while providing insight into Disney’s operations within popular culture and everyday life in the United States and beyond.  The contributors engage with Disney’s curricula and pedagogies in a variety of ways, through critical analysis of Disney films, theme parks, and planned communities, how Disney has been taught and resisted both in and beyond schools, ways in which fans and consumers develop and negotiate their identities with their engagement with Disney, and how race, class, gender, sexuality, and consumerism are constructed through Disney content. Incisive, comprehensive, and highly interdisciplinary, Disney, Culture, and Curriculum extends the discussion of popular culture as curriculum and pedagogy into new avenues by focusing on the affective and ontological aspects of identity development as well as the commodification of social and cultural identities, experiences, and subjectivities.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51135258198289,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51135261507857,"sku":"NIN9781138957688","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52681359753489,"sku":"NLS9781138957688","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1138957682.jpg?v=1750919109"},{"product_id":"nordic-education-model-in-context-book-daniel-trhler-9781032110493","title":"The Nordic Education Model in Context","description":"Tracing historical and cultural factors which gave rise to the Nordic Education Model, this volume explores why Northern European education policy has become an international benchmark for schooling.  The text explains the historical connection between a Nordic ideal of democracy and schooling, and indicates how values of equality, welfare, justice, and individualism might be successfully integrated in national school systems and curricula around the world. The volume also highlights recent debates around the longevity of the Nordic model and explores the risks and challenges posed by international policy and assessment agendas. Exploring how Nordic education polices successfully merge social equity with academic excellence, the book combines cultural, historical, sociological and philosophical analysis with a deep exploration of curriculum and teaching.  This book will be of great interest to researchers, scholars, and postgraduates working across the fields of curriculum, comparative education, cultural studies and history and philosophy of education and education policy.  The Open Access version of this book, available at http:\/\/www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51137925021969,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51137928691985,"sku":"NIN9781032110493","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52603730002193,"sku":"NLS9781032110493","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/103211049X.jpg?v=1751399516"},{"product_id":"parental-experiences-of-unschooling-book-khara-schonfeld-karan-9781032076553","title":"Parental Experiences of Unschooling","description":"This volume explores unschooling as a growing phenomenon within the broader field of home education and considers the unique position of parents who engage in this self-directed form of education with their children.   Drawing on an in-depth hermeneutic phenomenological study, the volume investigates the double consciousness of parents as they balance the costs\/benefits of unschooling and navigate the roles of leading\/following and parenting\/teaching in the education and upbringing of their children. The author conceptualizes unschooling in the context of curriculum theory and situates it within the larger home education movement. By highlighting the fluctuating, (un)divided position that parents assume, the volume examines how learning and living are rendered inseparable in unschooling, thereby revealing unschoolers’ experience of a curriculum of learning-through-living.   This book will be of great interest to researchers, scholars, and postgraduates working across the fields of curriculum studies, parenting and family studies, and the sociology of education.","brand":"WoB","offers":[{"title":"US \/ NEW \/ INGRAM","offer_id":51137935212817,"sku":"NIN9781032076553","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52584721678609,"sku":"NLS9781032076553","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1032076550.jpg?v=1751080285"},{"product_id":"lure-of-the-transcendent-book-dwayne-huebner-9780805825336","title":"The Lure of the Transcendent","description":"In 1969, Bill Pinar was privileged to study with Dwayne Huebner at Teachers College. In a large room with 70 others, he watched an extraordinary figure in the distance--speaking a tongue few of them grasped--whom they all found compelling. They knew they were in the presence of a most remarkable and learned man. Huebner helped create the world which contemporary curriculum scholars now inhabit and labor to recreate as educators and theoreticians. His generative influence has been evident in many discourses, including the political, the phenomenological, the aesthetic, and the theological. This volume situates Huebner's work historically, emphasizing the ways it foreshadowed the reconceptualization of the field in the 1970s.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51139819929873,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51139823206673,"sku":"NIN9780805825336","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52691517964561,"sku":"NLS9780805825336","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0805825339.jpg?v=1751076533"},{"product_id":"national-and-religious-ideologies-in-the-construction-of-educational-historiogra-book-jil-winandy-9781032070759","title":"National and Religious Ideologies in the Construction of Educational Historiography","description":"Documenting the reception of the pre-eminent Austrian school reformer Johann Ignaz Felbiger and his pedagogical thought in European histories of education in the nineteenth century, this volume demonstrates how national and religious ideological preferences have propelled the construction of fundamental biases in educational historiography.   Covering more than 200 years and multiple national contexts, this book’s case studies of France and Switzerland, as well as close analysis of historical documents and textbooks, reveal how a canon of glorified historical \"heroes\" have been promoted over and above other educational actors, with the aim of morally instructing future teachers according to national and religious values. Based on a strong array of historical sources, the author demonstrates how biased educational historiographies are utilized in gaining support for certain pedagogical and curricula models. Through the deep examination of textbooks used in teacher training and the explication of the work and actual influence of Felbiger’s method in Catholic parts of Europe, this book captures how these narratives impact our understanding of early national histories.   Offering new knowledge in the history of curriculum studies, this volume will be of interest to scholars and researchers with an interest in the history of education, as well as comparative teacher education.","brand":"WoB","offers":[{"title":"US \/ NEW \/ INGRAM","offer_id":51142408536337,"sku":"NIN9781032070759","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52454980387089,"sku":"NLS9781032070759","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1032070757.jpg?v=1750709114"}],"url":"https:\/\/www.worldofbooks.com\/en-au\/collections\/studies-in-curriculum-theory-series-book-series.oembed?page=7","provider":"World of Books ","version":"1.0","type":"link"}