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The character of curriculum studies ...

Pinar, William

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The character of curriculum studies = Bildung, Currere, and the recurring question of the subject /

Record Type:	Electronic resources : Monograph/item
Title/Author:	The character of curriculum studies/ William F. Pinar.
Reminder of title:	Bildung, Currere, and the recurring question of the subject /
Author:	Pinar, William
Published:	New York :Palgrave Macmillan, : 2011.,
Description:	1 online resource (xvi, 256 p.)
[NT 15003449]:	PART I: THE SUBJECT OF POLITICS AND CULTURE -- The Unaddressed 'I' of Ideology Critique -- Decolonization and Subjective Reconstruction -- Multiculturalism, Nationality, Cosmopolitanism -- PART II: THE SUBJECT OF SCHOOL AND SOCIETY -- Bildung in Society and History -- 'Molds' and ]Spirit' in the Eight-Year Study -- PART III: THE SUBJECT OF EDUCATIONAL EXPERIENCE -- Subjective Reconstruction through Aesthetic Education -- Currere and Cosmopolitanism -- Epilogue: The Recurring Question of the Subject -- --.
Subject:	Curriculum planning - Social aspects. -
Online resource:	http://link.springer.com/10.1057/9781137015839
ISBN:	9781137015839 (electronic bk.)

The character of curriculum studies = Bildung, Currere, and the recurring question of the subject /
Pinar, William

The character of curriculum studiesBildung, Currere, and the recurring question of the subject /[electronic resource] :William F. Pinar. - 1st ed. - New York :Palgrave Macmillan,2011. - 1 online resource (xvi, 256 p.)

Includes bibliographical references and index.

PART I: THE SUBJECT OF POLITICS AND CULTURE -- The Unaddressed 'I' of Ideology Critique -- Decolonization and Subjective Reconstruction -- Multiculturalism, Nationality, Cosmopolitanism -- PART II: THE SUBJECT OF SCHOOL AND SOCIETY -- Bildung in Society and History -- 'Molds' and ]Spirit' in the Eight-Year Study -- PART III: THE SUBJECT OF EDUCATIONAL EXPERIENCE -- Subjective Reconstruction through Aesthetic Education -- Currere and Cosmopolitanism -- Epilogue: The Recurring Question of the Subject -- --.

This volume assembles essays addressing the recurring question of the 'subject,' understood both as human person and school subject, thereby elaborating the subjective and disciplinary character of curriculum studies. After examining scholarship on the 'subject,' Pinar critiques its absence in the new sociology of curriculum, its historically shifting presence in North European (and specifically German) conceptions of Bildung, in Pinar's concept of currere, in Frantz Fanon's theorizing of decolonization, and as the subject becomes reconstructed in the intercultural scholarship of Hongyu Wang and in Maxine Greene's theorization of art as experience. Of interest to scholars not only in the US, this book will hold special significance for graduate students and junior scholars who want to know how to conduct curriculum research and development in a field informed by scholarship and theory in the humanities.

ISBN: 9781137015839 (electronic bk.)

Standard No.: 9786613440655

Source: 580793Palgrave Macmillanhttp://www.palgraveconnect.comSubjects--Topical Terms:

542463
Curriculum planning
--Social aspects.Index Terms--Genre/Form:

542853
Electronic books.

LC Class. No.: LB2806.15 / .P56 2011

Dewey Class. No.: 375/.001

The character of curriculum studies = Bildung, Currere, and the recurring question of the subject /
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505 0 $a PART I: THE SUBJECT OF POLITICS AND CULTURE -- The Unaddressed 'I' of Ideology Critique -- Decolonization and Subjective Reconstruction -- Multiculturalism, Nationality, Cosmopolitanism -- PART II: THE SUBJECT OF SCHOOL AND SOCIETY -- Bildung in Society and History -- 'Molds' and ]Spirit' in the Eight-Year Study -- PART III: THE SUBJECT OF EDUCATIONAL EXPERIENCE -- Subjective Reconstruction through Aesthetic Education -- Currere and Cosmopolitanism -- Epilogue: The Recurring Question of the Subject -- --.
520 $a This volume assembles essays addressing the recurring question of the 'subject,' understood both as human person and school subject, thereby elaborating the subjective and disciplinary character of curriculum studies. After examining scholarship on the 'subject,' Pinar critiques its absence in the new sociology of curriculum, its historically shifting presence in North European (and specifically German) conceptions of Bildung, in Pinar's concept of currere, in Frantz Fanon's theorizing of decolonization, and as the subject becomes reconstructed in the intercultural scholarship of Hongyu Wang and in Maxine Greene's theorization of art as experience. Of interest to scholars not only in the US, this book will hold special significance for graduate students and junior scholars who want to know how to conduct curriculum research and development in a field informed by scholarship and theory in the humanities.
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