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Building on his seminal methodological contribution to the field - currere - here William F. Pinar posits a praxis of presence as a unique form of individual engagement against current cultural crises in education.
Bringing together a series of updated essays, articles, and new writings to form this comprehensive volume, Pinar first demonstrates how a praxis of presence furthers the study of curriculum as lived experience to overcome self-enclosure, restart lived and historical time, and understand technology through a process of regression, progression, analysis, and synthesis. Pinar then further illustrates how this practice can inform curricular responses to countering presentism, narcissism, and techno-utopianism in educators' work with "digital natives."
Ultimately, this book offers researchers, scholars, and teacher educators in the fields of curriculum theory, the sociology of education, and educational policy more broadly the analytical and methodological tools by which to advance their understanding of currere, and in doing so, allows them to tackle the main cultural issues that educators face today.
Inhaltsverzeichnis
1. Currere
2. Presence
3. Study
4. Individuality
5. Authority
6. Authorship
7. Sadism
8. Technologization
9. Teaching
10. Experience
11. Nineteen Seventy-Two
12. Reconceptualization
13. Reactivation
14. Absence
Über den Autor / die Autorin
William F. Pinar is the Tetsuo Aoki Professor in Curriculum Studies at the University of British Columbia, Canada. Pinar is former Canada Research Chair in curriculum studies, is past President of the International Association for the Advancement of Curriculum Studies, and is Editor of the International Handbook of Curriculum Research.
Zusammenfassung
Building on his seminal methodological contribution to the field – currere – here William F. Pinar posits a praxis of presence as a unique form of individual engagement against current cultural crises in education.
