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Lingering with the Works of Ted T. Aoki

Author: Nicole Y. S. Lee

Publisher: Routledge

Published: 2021-12-23

Total Pages: 219

ISBN-13: 1000508889

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.

Curriculum in a New Key

Author: Ted T. Aoki

Publisher: Routledge

Published: 2004-09-22

Total Pages: 224

ISBN-13: 1135704422

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Ted T. Aoki, the most prominent curriculum scholar of his generation in Canada, has influenced numerous scholars around the world. Curriculum in a New Key brings together his work, over a 30-year span, gathered here under the themes of reconceptualizing curriculum; language, culture, and curriculum; and narrative. Aoki's oeuvre is utterly unique--a complex interdisciplinary configuration of phenomenology, post-structuralism, and multiculturalism that is both theoretically and pedagogically sophisticated and speaks directly to teachers, practicing and prospective. Curriculum in a New Key: The Collected Works of Ted T. Aoki is an invaluable resource for graduate students, professors, and researchers in curriculum studies, and for students, faculty, and scholars of education generally.

Curriculum in a New Key

Author: Ted T. Aoki

Publisher: Routledge

Published: 2004-09-22

Total Pages: 494

ISBN-13: 1135704430

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Tracing Ted Tetsuo Aoki’s Intellectual Formation

Author: Patricia Liu Baergen

Publisher: Routledge

Published: 2020-07-08

Total Pages: 155

ISBN-13: 1000093573

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Through careful examination of Ted Aoki’s life and work within its historical, societal and intellectual context, this text advances a new appreciation of the national distinctiveness of Canadian curriculum studies. The book draws unique comparison between Aoki’s writings and Heidegger’s concept of "being-in-the-world." In exploring Aoki’s narratives on momentous life events, the author attends to the interwoven, dynamic and poetic essence of the scholar’s intellectual formation and identifies a critically reflective style of theorizing. By contextualizing Aoki’s narrations on his momentous life events, the text engages with Aoki’s critical reflective and unique style of theorizing and foregrounds the prominent influence of Heidegger’s phenomenology and writings on Aoki’s thinking. A major contribution to understanding Aoki’s curriculum scholarship, this book is an important resource for researchers and post-graduate students working across curriculum studies discourse.

Curriculum Studies in Canada

Author: Anne M. Phelan

Publisher: University of Toronto Press

Published: 2024-06-03

Total Pages: 343

ISBN-13: 1487551738

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The largest specialization in faculties of education in Canada is curriculum studies. Curriculum Studies in Canada represents the present preoccupations of curriculum scholars in Canada. Set against the backdrop of the COVID-19 pandemic, contributors engage with significant themes, among them ongoing efforts at justice for Indigenous Peoples, the continuing arrival of immigrants and refugees, Canada’s complex relationship to the United States, and issues related to the climate crisis. Addressing such realities through the field of curriculum studies and the school curriculum is critical at this historical conjuncture given the complex and shifting intersections of local and global dynamics restricting education. To this end, contributing scholars serve as intellectual activists to address the critical need for understanding curriculum responsive to the vexed relations among schools, nation-building, social reconstruction, and identity development. Their activism yields more sophisticated understandings of what it means to be educated in Canada. Contributors trace the legacy of their work and reflect on their present scholarly preoccupations in light of their past endeavours. In doing so, Curriculum Studies in Canada offers an invitation to readers: to study, remember, dialogue, and navigate an uncertain world with them.

Contemplating Curriculum

Author: Wanda Hurren

Publisher: Routledge

Published: 2013-08-29

Total Pages: 230

ISBN-13: 1136180478

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Contemplating Curriculum takes up world-renowned curricular scholar, teacher, and mentor Ted T. Aoki’s invitation to contemplate where curriculum scholars situate themselves in their work. At the same time it probes into the historical and present conditions that make it both possible and impossible to attend to this work in classrooms and communities in mindful, embodied, and aesthetic ways, both locally and globally. The book offers a strong representative sampling of contemporary thinking in the field with a focus on contemplative approaches to curriculum. In their theorizing, contributors call on literary and other mixed-genre formats, such as creative nonfiction, poetry, and essay. They acknowledge the importance of intergenerational dialogue and recognize the importance of time and place in curricular, pedagogical, and personal sense-making. These written and visual texts invite contemplation on notions of curriculum, both planned and lived, in an Aokian spirit of intertextuality.

Love in the Post-Reconceptualist Era of Curriculum Work

Author: Allan Michel Jales Coutinho

Publisher: Taylor & Francis

Published: 2023-03-08

Total Pages: 124

ISBN-13: 1000881520

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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.

Curriculum, Environment, and the Work of C. A. Bowers

Author: Audrey Dentith

Publisher: Routledge

Published: 2021-06-28

Total Pages: 242

ISBN-13: 1000417042

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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.

Educational Experience as Lived: Knowledge, History, Alterity

Author: William F. Pinar

Publisher: Routledge

Published: 2015-02-11

Total Pages: 292

ISBN-13: 1317618629

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In this volume, Pinar enacts his theory of curriculum, detailing the relations among knowledge, history, and alterity. The introduction is Pinar’s intellectual life history, naming the contributions he has made to understanding educational experience. Study is the center of educational experience, as he demonstrates in the opening chapter. The alterity of educational experience is evident in his conceptions of disciplinarity and internationalization, interrelated projects of historicization, dialogical encounter, and recontextualization. By reactivating the past, not by instrumentalizing the present, we can find the future, explicated in his studies of the Eight-Year Study, the Tyler Rationale, and the gendering and racialization of U.S. school reform. The interrelation of race and gender is emphasized in the chapters on Ida B. Wells and Jane Addams. The technologization of education is critiqued through analysis of the achievements of George Grant and Pier Paolo Pasolini. The educational project of subjective and social reconstruction is explored through study of Musil’s essayism, a genre that corrects the problems accompanying ethnography and created by identity politics.

Ethics and the Scholarship of Teaching and Learning

Author: Lisa M. Fedoruk

Publisher: Springer Nature

Published: 2022-09-07

Total Pages: 231

ISBN-13: 3031118103

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This book addresses issues related to ethics and the scholarship of teaching and learning, and pays special attention to ethical concerns and experiences that have arisen from engaging in Scholarship of Teaching and Learning (SoTL) work. The book draws on a range of research projects, theoretical frameworks and narrative experiences to provide multiple perspectives of how meaning is made of research ethics in SoTL, academic community and REB partnerships, experiences of Students as Partners in SoTL, and ethically-minded approaches to teaching, learning and inquiry. Specifically, this edited book includes ethical practices that have become increasingly expansive in an ever-evolving academic environment such as navigating pandemic pedagogy and data ownership due to increased online content. In addition, contributions pertaining to academic community partnerships between REBs and faculty detail realistic narratives and lessons learned about how higher education can become more equitable, diverse and inclusive. Subsequently, decolonial ethics for teaching and learning in higher education, as well as participatory parity, exemplify the need for SoTL practitioners to be responsive to the social and cultural realities of a global context in ways that address social inequities and social responsibility. Relational ethics by way of student perspectives on vulnerability and classroom-based SoTL research underscore the need for students to be taught about their own agency as a means of providing student voice within SoTL work. Lastly, this book celebrates how ethically-minded approaches to teaching, learning and inquiry uncover strategies and pedagogy that encourage concepts such as ethical imagination and systems and design thinking practices.