Bøger i Complicated Conversation serien

In curriculum studies, we pay critical attention to violence in various forms; why not to nonviolence? This original and inspirational book foregrounds nonviolence as a positive force in education through multidimensional, complex, and interdisciplinary lenses. Starlight for shifting relational dynamics in a time of darkness and crises to co-create mutual-flourishing pathways, nonviolence not only has an inherent capacity to treat the roots of violence but is also built on a deeply shared sense of interconnectedness that fosters individual and communal integration. "Nonviolence or nonexistence" is an urgent call. This book (with writings that span a decade) conceptualizes nonviolence education through multilayered, evolving, and cross-disciplinary perspectives, centering on nonviolent relationality that engages with differences within the self and with the other (including the non-human other) to bridge inner work and outer work, transcend dualism and divisions, and transform pedagogy and curriculum dynamics. Drawing upon international and indigenous wisdom, Gandhi-King philosophies of nonviolent social change, theories of the human psyche and currere, post-structural theories, and feminism, this book explicates nonviolence as curriculum and educational renewal in an ongoing process, infused by attuned, improvised, creative, and integrative energy that holds tensions, cultivates compassion, and inspires awakenings. Scholars, students, and practitioners in the fields of curriculum studies, nonviolence studies, peace education, teaching and learning, educational foundations, philosophy of education, international education, East/West inquiry, and community based education will welcome this book.

Often regarded as one of life¿s few certainties, death is both instantly familiar to us and deeply mysterious. Death is everywhere, yet few of us take the time to consider its significance in shaping human lives. This book addresses the difficult, complex, sensitive subject of death from a unique point of view. Drawing on insights from philosophers across the ages, the authors argue that death is a matter of profound educational importance. Paying particular attention to thinkers in the existentialist tradition, Philosophy, Death and Education shows that our understanding of death can play a key role in determining what, how and why we teach and learn. Death exerts an influence, often unnoticed, on our commitments and priorities, our ideals and relationships. A thoughtful examination of death, the authors suggest, can help us to see ourselves in a new light, and in so doing, allow us to better appreciate what others have to offer.

This book explores the complicated intersections of difference, embodiment, emergence, and relationality within the curriculum, to reimagine the possibilities of building the other community, one inclusive of difference.

Using emancipatory and transformative writing to liberate self through autobiographical method of Currere, this book takes a psychoanalytical and hermeneutic journey into student and teacher inner world.

Pedagogy of Life takes its readers through the echoing stories of the half-century, historical Cultural Revolution of China to the literate lifeworld today.

Blood's Will: Speculative Fiction, Existence, and Inquiry of Currere is an example of speculative fiction, and is a useful reading for courses examining roles of narrative, fiction and currere as fields of inquiry.

Science Education and Pedagogy in South Africa' is a contemporary contribution that entices science teachers to `re-examine' or `rethink' the pedagogical strategies they use in their teaching.

From the Parade Child to the King of Chaos depicts the pedagogical life history of an extraordinary teacher educator and internationally renowned curriculum scholar, William E. Doll, Jr. It explores how his life experiences have contributed to the formation and transformation of a celebrated teacher educator.

Curriculum as Spaces can be viewed as a holistic approach to education, conservation, and community development that uses place as an integrating context for learning. This book introduces foundational principles that ask us to imagine the full realization of curriculum spaces and show us how to examine the philosophical and cultural roots of these most essential principles.

Suitable for those who are involved in the arts and education, this book brings together the author's work on the intersection of curriculum theory and practice with aesthetics, ethics, and hermeneutic inquiry, focusing on the body and emotions and the theory and practice of Arts-Based Education Research, including his noted "Hogan Dreams".

In the tradition of educational narrative inquiry, this book explores diverse ways of thinking, writing and theorizing from auto/biographic experience, in language that is rooted in practice yet challenges the authoritative discourses of educational policy, theory and research. The book will interest researchers in curriculum studies, teaching and teacher education.

We get our fixed - or malleable - notions of sexuality and gender from a variety of sources: family expectations, a hypersexualizing media gaze, and through the dictates of those great monoliths, Faith and Obedience within a/the Church. This book documents an autoethnographic study in an all-boys Catholic secondary school.

Curriculum Studies Gone Wild

Provides a critical examination of discrimination based on sexuality, gender, and body size in Canadian physical education. This book illustrates how students with queer bodies - whether lesbian, gay, transgendered, or overweight or fat - cope with homophobia, transphobia, and fat phobia in physical education.

Happiness, Hope, and Despair makes an important contribution toward meeting this need. It fosters a rethinking of the nature, purpose, and value of education, and opens up possibilities for further scholarly and professional inquiry.

Deleuze and Collaborative Writing

A Curriculum of Wellness seeks to encourage a deeper discussion about teaching our children how to be healthy and live well. It makes a significant contribution to the field of education as it features influential curriculum concepts nuanced with action research principles in a unified, intimate, and deeply relational inquiry into physical education teacher practice.

Intern Teachers Using Currere explores the ways in which the lived experience of using Currere to understand curriculum has pedagogical implications for teacher practice and teacher preparation.

Special Schools, Inclusion, and Justice discusses how special school provision is a feature of many, if not most, education systems despite the fact that inclusive education is promoted almost universally as both a moral and a political imperative.

This groundbreaking second edition of The Twenty-First Century University identifies what successful institutions have done to overcome endogenous challenges and successfully engage faculty in the internationalization process.

Bringing Memory Forward looks at the application of the method of currere to storied formation. Research tells us that white teachers are among the most recalcitrant of learners when it comes to challenging their own memories and experiences of privilege and race. This book examines how white teachers can recognize and critique their constructions of «difference», and asks what it is that white teachers are so attached to that makes such critique difficult. The book goes on to discuss the processes that might be set in motion to bring these attachments into question in such a way that the learner (namely, the teacher) does not feel alienated and paralyzed by her «thoughtlessness» but instead is moved to think and act. Through elaborating a method called «bringing memory forward» that emerged from self-study methodologies and a teacher action research project, Teresa Strong-Wilson draws attention to the significance of stories, and critical engagement with stories, in social justice education with teachers.

In this book, educational writers and practitioners from many parts of the world, including New York, Denver, Minneapolis, South Africa, Zimbabwe, Israel, and Canada offer their perspectives on peace as an aim of curriculum. Framing Peace encourages us to think about peace as an urgent and fundamental responsibility of curriculum at all levels of education

In this book, educational writers and practitioners from many parts of the world, including New York, Denver, Minneapolis, South Africa, Zimbabwe, Israel, and Canada offer their perspectives on peace as an aim of curriculum. Framing Peace encourages us to think about peace as an urgent and fundamental responsibility of curriculum at all levels of education

What critical moments in learning and teaching change lives? What stories need to be told? This anthology explores life writing as a mode of educational inquiry, one where students and teachers may get a heart of wisdom as they struggle with the tensions and complexities of learning and teaching in challenging circumstances.

What critical moments in learning and teaching change lives? What stories need to be told? This anthology explores life writing as a mode of educational inquiry, one where students and teachers may get a heart of wisdom as they struggle with the tensions and complexities of learning and teaching in challenging circumstances.