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Drawing upon curriculum studies and utilizing curricular concepts, this book provides a framework for teachers interested in imagining, enacting, and reflecting upon their daily practices in ways that defy the standardization and bureaucratic management of curriculum and instruction, and responds to the needs and interests of their local contexts. Although the specific experiences of teachers can vary significantly based on factors such as location, district policies, and community dynamics, the current socio-political landscape surrounding educational institutions from pre-K through higher education de-professionalizes educators. Instead of providing an ideological critique of this state of affairs, this book provides practitioners with a pragmatic framework that empowers them to critically and creatively engage curriculum in ways that are meaningful within their particular contexts.
About the author
Dr. Daniel Castner is an assistant professor of early childhood education and curriculum studies at Indiana University Bloomington. Prior to his transition to higher education, he was a public-school kindergarten teacher for 15 years in Northeast Ohio. His research describes how curriculum leadership operates in early childhood settings and examines how dedicated teachers with strong personal and professional commitments experience and negotiate the social, political, and cultural tensions within their institutions of practice.
Dr. Jennifer Schneider is an assistant professor of Curriculum Studies at Oklahoma State University (OSU) who is deeply influenced by a background studying and teaching in the arts and humanities. Her dissertation was awarded the American Association for Curriculum and Teaching's (AATC's) 2020 John Laska Dissertation Award. Challenging the longstanding dehumanizing heritage present in curriculum and teaching while working towards regenerative possibilities. Her scholarly and creativ
