Pedagogy of Place focuses on the embodiment of purposefully created space resulting from the creation and enactment of its participants' cultural and social conditions. It is also about education, the purposeful creation of spaces that comprise learning environments, and the aesthetic dimensions of the created space called school. The essays present the concept of space--the place where learning happens and where the lives of student and teacher can thrive or wither--a place rich in human potential. In an attempt to address the diversity of what we define as space, Pedagogy of Place addresses issues around place and identity in three distinct strands: as social, as aesthetic, and as political and historical. As a collection, these essays are attempts to open conversations with persons interested in what counts as curriculum, teaching, and learning within the spaces and places that release human potential and nurture the human spirit.
Love, Justice, and Education by William H. Schubert brings to life key ideas in the work of John Dewey and their relevance for the world today. He does this by imagining continuation of a highly evocative article that Dewey published in the New York Times in 1933. Dewey wrote from the posture of having visited Utopia. Schubert begins each of thirty short chapters with a phrase or sentence from Dewey's article, in response to which a continuous flow of Utopians consider what is necessary for educational and social reform among Earthlings. Schubert encourages the Utopians, who have studied Earthling practices and literatures, to recommend from their experience what Earthlings need for educational and social reform and how they can address obstacles to that reform. The Utopians speak to myriad implications of Dewey's report by drawing upon a wide range of philosophical, literary, and educational ideas - including many of Dewey's other writings. Their central message is that loving relationships and empathic dedication to social justice are necessary for educational reform that responds wholeheartedly to learner needs and interests. True to Dewey's original position, such education must be built upon social reform that works to overcome acquisitive society based on greed: the principal impediment to realizing human potential, democratic society, and educational relationships that enhance it. To overcome the debilitating acquisitiveness that plagues Earth is the challenge for educators and all human beings who seek to involve the young in composing their lives and cultivating a world of integrity, beauty, justice, love, and continuously evolving capacities of humanity.
Love, Justice, and Education by William H. Schubert brings to life key ideas in the work of John Dewey and their relevance for the world today. He does this by imagining continuation of a highly evocative article that Dewey published in the New York Times in 1933. Dewey wrote from the posture of having visited Utopia. Schubert begins each of thirty short chapters with a phrase or sentence from Dewey's article, in response to which a continuous flow of Utopians consider what is necessary for educational and social reform among Earthlings. Schubert encourages the Utopians, who have studied Earthling practices and literatures, to recommend from their experience what Earthlings need for educational and social reform and how they can address obstacles to that reform. The Utopians speak to myriad implications of Dewey's report by drawing upon a wide range of philosophical, literary, and educational ideas - including many of Dewey's other writings. Their central message is that loving relationships and empathic dedication to social justice are necessary for educational reform that responds wholeheartedly to learner needs and interests. True to Dewey's original position, such education must be built upon social reform that works to overcome acquisitive society based on greed: the principal impediment to realizing human potential, democratic society, and educational relationships that enhance it. To overcome the debilitating acquisitiveness that plagues Earth is the challenge for educators and all human beings who seek to involve the young in composing their lives and cultivating a world of integrity, beauty, justice, love, and continuously evolving capacities of humanity.
The Oxford Encyclopedia of Curriculum Studies addresses the central question of Curriculum Studies as: What is worthwhile? Writ large, Curriculum Studies pertains to what human beings should know, need, experience, do, be, become, overcome, contribute, share, wonder, imagine, invent, and improve. While the Encyclopedia treats curriculum as definitely central to schooling, it also shows how curriculum scholars work on myriad other institutionalized and non-institutionalized dimensions of life that shape the ways humans learn to perceive, conceptualize, and act in the world. Thus, while the Encyclopedia considers common "curriculum" categories (e.g., curriculum theory, history, purposes, development, design, enactment, evaluation), it does so through a critical eye that provides counter-narratives to neoliberal, colonial, and imperial forces that have too often dominated curriculum thought, policy, and practice. While the Encyclopedia presents contemporary perspectives on prevailing topics such as science, mathematics, social studies, literacy/reading/literature/language arts, music, art, physical education, testing, special education, and the liberal arts, many of the articles also show how curriculum is embedded in ideology, human rights, mythology, museums, media, literature/film, geographical spaces, community organizing, social movements, cultures, race relations, gender, social class, immigration, activist work, popular pedagogy, revolution, diasporic events, and much more. To provide such perspectives, articles draw upon diverse scholarly traditions in addition to established qualitative and quantitative approaches (e.g., feminist, womanist, oral, critical theory, critical race theory, critical dis/ability studies, Indigenous ways of knowing, documentary, dialogue, postmodern, cooperative, posthuman, and diverse modes of expression). Moreover, such orientations--often drawn from neglected work from Asia, the Global South, Aboriginal regions, and other often excluded realms--reveal positions that counter official or dominant neoliberal impositions by emphasizing hidden, null, outside, material, embodied, lived, and transgressive curricula that foster emancipatory, ecologically interdependent, and continuously growing constructs. The Oxford Encyclopedia of Curriculum Studies is the most comprehensive resource available in this field, and an essential reference for any student or scholar engaged in education research. All articles are also available online in the Oxford Research Encyclopedia of Education, where they will be continuously updated as the field evolves.
A substantial revision of "Curriculum Books: The First Eighty Years," this new volume is a comprehensive presentation of curriculum books that have contributed to theoretical and practical discourse about curriculum throughout the twentieth century. Following an introduction that explains the book's purpose and how it was constructed, the authors present each decade in a chapter that provides contextual reminders about the social, political, and cultural events of the time period, discussion of salient events in curriculum discourse, and a comprehensive bibliography (by year) of curriculum books. More than 3,000 curriculum books are weaved into this presentation. The original and updated conclusions are offered to provide interpretative perspective on curricular trends, state of the field, and possibilities for the future of curriculum studies.
At a time marked by strong demands for educational reform, the American school curriculum is a topic of special concern. This volume provides a comprehensive historical record of the evolution of the curriculum in America from the colonial period to the present day. The editors have compiled a collection of influential and representative documents in primary, secondary, and higher education in the United States. Each document is introduced by a short essay that discusses its historical context and significance. The result is a valuable chronicle of the development of the American school curriculum.The work begins with an introductory piece that overviews the development of the curriculum and surveys the most important works on curriculum history. The introduction is followed by excerpts from 34 documents representative of the school curriculum from The Rules and Course of Study of Harvard College, 1642 to the 1983 report, A Nation at Risk: The Imperative for Educational Reform. The essay that introduces each document closes with a brief bibliography, and the volume concludes with a more extensive list of sources for further reading. By consulting this reference, historians and educators can trace the development of the curriculum over the last 350 years.
At a time marked by strong demands for educational reform, the American school curriculum is a topic of special concern. This volume provides a comprehensive historical record of the evolution of the curriculum in America from the colonial period to the present day. The editors have compiled a collection of influential and representative documents in primary, secondary, and higher education in the United States. Each document is introduced by a short essay that discusses its historical context and significance. The result is a valuable chronicle of the development of the American school curriculum.The work begins with an introductory piece that overviews the development of the curriculum and surveys the most important works on curriculum history. The introduction is followed by excerpts from 34 documents representative of the school curriculum from The Rules and Course of Study of Harvard College, 1642 to the 1983 report, A Nation at Risk: The Imperative for Educational Reform. The essay that introduces each document closes with a brief bibliography, and the volume concludes with a more extensive list of sources for further reading. By consulting this reference, historians and educators can trace the development of the curriculum over the last 350 years.
"My aim is to express in a natural way what I feel, what is in me, both rhythmically and spiritually, all that which in time has been saved up in my family of primitiveness and tradition, and which is now concentrated in me."--William H. Johnson An essential figure in modern American art, William H. Johnson (1901-1970) was a virtuoso skilled in various media and techniques, who produced thousands of works over a career that spanned decades, continents, and genres. This volume considers paintings from the collection of Morgan State University in Baltimore, Maryland, that show the pivotal stages in Johnson's career as a modernist painter of post-impressionist and expressionist works reminiscent of Cezanne, Van Gogh, and Soutine, and the vernacular paintings in which he articulates his specific, unforgettable voice as an artist.In this lavishly illustrated book, some of the world's premier scholars of William H. Johnson and African American art history examine the artist and his artistic genius in fresh new ways, including his relationship with one of his earliest patrons, the Harmon Foundation; the critical role played by scholars at the nation's historically black colleges and universities; the context of Johnson's experiences living in Harlem and his deep southern roots; and Johnson as a trailblazer in the genres of still life and landscape painting.
