Curriculum as Institution and Practice (Essays in the Deliberative Tradition)
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Product Details
Author:
William A. Reid
Format:
Paperback
Pages:
232
Publisher:
Taylor & Francis (February 29, 2016)
Language:
English
ISBN-13:
9781138990579
Weight:
16oz
Dimensions:
6.125" x 9.1875"
File:
TAYLORFRANCIS-TayFran_260124055304008-20260124.xml
Folder:
TAYLORFRANCIS
List Price:
$68.99
Series:
Studies in Curriculum Theory Series
Case Pack:
1
As low as:
$65.54
Publisher Identifier:
P-CRC
Discount Code:
H
Audience:
Professional and scholarly
Country of Origin:
United States
Pub Discount:
30
Imprint:
Routledge
Overview
This volume brings together a collection of essays by William A. Reid that present and elaborate the deliberative tradition of curriculum theory, and examine the implications of a deliberative perspective for approaches to policy making and school systems. The essays illustrate the development of Reid's understanding of the deliberative tradition and his efforts to extend it from a focus on practice to one that embraces conceptions of schooling as an institution.
Institution and practice are the key concepts which guide and illuminate the central thesis of the book: To be effective, a theory of curriculum must be able to talk not only about questions of desirable practice, but also about questions of how practice may be aided or constrained by the nature of the institution within which it takes place. This significant new contribution to the literature of curriculum studies:
*represents a unique attempt to synthesize what have often been treated as quite separate issues: questions of the philosophical basis for curriculum decision making, questions of processes of decision making, and questions of the nature of schools and classrooms;
*presents its material in an evolutionary way, focusing on the continuing development of ideas, rather than on a "rhetoric of conclusions"; and
*offers a summing up of thought and achievement in the deliberative tradition that is not otherwise available.
Institution and practice are the key concepts which guide and illuminate the central thesis of the book: To be effective, a theory of curriculum must be able to talk not only about questions of desirable practice, but also about questions of how practice may be aided or constrained by the nature of the institution within which it takes place. This significant new contribution to the literature of curriculum studies:
*represents a unique attempt to synthesize what have often been treated as quite separate issues: questions of the philosophical basis for curriculum decision making, questions of processes of decision making, and questions of the nature of schools and classrooms;
*presents its material in an evolutionary way, focusing on the continuing development of ideas, rather than on a "rhetoric of conclusions"; and
*offers a summing up of thought and achievement in the deliberative tradition that is not otherwise available.
