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Pedagogies of the Imagination

Mythopoetic Curriculum in Educational Practice

Produktform: E-Buch Text Elektronisches Buch in proprietärem

I have long admired the mythopoetic tradition in curriculum studies. That admiration followed from my experience as a high-school teacher of English in a wealthy suburb of New York City at the end of the 1960s. A “dream” job—I taught four classes of 15–20 students during a nine-period day—in a “dream” suburb (where I could afford to reside only by taking a room in a retired teacher’s house), many of these often Ivy-League-bound students had everything but meaningful lives. This middle-class, Midwestern young teacher was flabbergasted. In one sense, my academic life has been devoted to understanding that searing experience. Matters of meaning seemed paramount in the curriculum field to which Paul Klohr introduced me at Ohio State. Klohr assigned me the work of curriculum theorists such as James B. Macdonald. Like Timothy Leonard (who also studied with Klohr at Ohio State) and Peter Willis, Macdonald (1995) understood that school reform was part of a broader cultural and political crisis in which meaning is but one casualty. In the mythopoetic tradition in curriculum studies, scholars labor to understand this crisis and the conditions for the reconstruction of me- ing in our time, in our schools.weiterlesen

Elektronisches Format: PDF

Sprache(n): Englisch

ISBN: 978-1-4020-8350-1 / 978-1402083501 / 9781402083501

Verlag: Springer Netherland

Erscheinungsdatum: 11.06.2008

Seiten: 270

Herausgegeben von Timothy Leonard, Peter Willis

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