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Provoking Curriculum Studies

Strong Poetry and Arts of the Possible in Education

Provoking Curriculum Studies by Nicholas Ng-a-Fook
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Provoking Curriculum Studies pushes forward a strong reading of the theoretical and methodological innovations taking place within curriculum studies research. Addressing an important gap in contemporary curriculum studies—conceptualizing scholars as poets and the potential of the poetic in education—it offers a framework for doing curriculum work at the intersection of the arts, social theory, and curriculum studies. Drawing on poetic inquiry, psychoanalysis, phenomenology, life writing, and several types of arts-based research methodologies, this diverse collection spotlights the intellectual genealogies of curriculum scholars such as Ted Aoki, Geoffrey Milburn and Roger Simon, whose provocations, inquiries, and recursive questioning link the writing and re-writing of curriculum theory to acts of strong poetry. Readers are urged to imagine alternative ways in which professors, teachers, and university students might not only engage with but disrupt, blur, and complicate curriculum theory across interdisciplinary topographies in order to seek out blind impresses—those areas of knowledge that are left over, unaddressed by ‘mainstream’ curriculum scholarship, and that instigate difficult questions about death, trauma, prejudice, poverty, colonization, and more.

Taylor and Francis; August 2015
306 pages; ISBN 9781317574279
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Title: Provoking Curriculum Studies
Author: Nicholas Ng-a-Fook; Awad Ibrahim; Giuliano Reis
 
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ISBNs
1317574281
9781138827745
9781317574279
9781317574286