The Unbearable Lightness of Curriculum: Essays in Curriculum Theory

Informationen zum Autor Madeleine R. Grumet is a professor in the School of Education and in the Department of Communication Studies in the College of Arts and Sciences. Klappentext Madeleine Grumet's collection of key writings is organized in three sections-Situated Subjectivity, The Art of Curriculum, Subjectivity and its Discontents- each introduced by an essay framing its issues in the situation from which they sprang, both acknowledging the relation of situation and subjectivity expressed in their writing, and using this opportunity to bring in the politics of education as Grumet experienced them as a professor and as a dean of schools of education. Zusammenfassung The title of this collection of Madeleine Grumet's key writings, The Unbearable Lightness of Curriculum , captures what she takes to be the anxiety and ambivalence that accompany our visions of what is possible in our lives and the lives of our children. Her work explores the tension that pervades curriculum, drenched in the material and cultural realities of our lives, yet aiming toward the horizon of what might be possible. The essays are organized in three sections. Situated Subjectivity, The Art of Curriculum, Subjectivity and its Discontents. The introduction to each section frames its issues in the situation from which they sprang, both acknowledging the relation of situation and subjectivity expressed in their writing, and, using this opportunity to bring in the politics of education as Grumet experienced them as a professor and as a dean of schools of education. Inhaltsverzeichnis Introduction Section I: Situated Subjectivity Songs and Situations (Selected excepts). In G. Willis, Ed. Qualitative Evaluation. TC Press 1978, 276-301 Conception, Contradiction and Curriculum. In Bitter Milk: Women and Teaching, UMass Press, 1988 , 3-30 The Unbearable Lightness of Curriculum. InCollege of Liberal Studies monograph, U of Oklahoma, 2001 (local publication) 7-15 The Restitution and Reconstruction of Educational Experience. In M.Lawn and L Barton, Eds. Rethinking Curriculum Studies, Croom Helm/Wiley 1991, 115-130 To Shine like Fire that Mirrors Nothing: The Loneliness of the Liberal Art. In Studies in the Literary Imagination 31:1 181-192 The Pedagogy of the Green Robe published as "Scholae Personae". In J.Gallop, Pedagogy : The Question of Impersonation, Indiana Univ Press 1995, 36-45 Section II: The Art of Curriculum Curriculum as Theatre: Merely Players. In Curriculum Inquiry, 8:1 Spring 1978 Restaging the Civil Ceremonies of Teaching. In Review of Education/Pedagogy/Cultural Studies 19:1 39-54 Curriculum and the Art of Daily Life. In G. Willis and W. Schubert, Reflections from the Heart of Educational Inquiry, SUNY, 1991, 74-89 The Pulse of Art. In International Handbook of Research in Arts Education , ed. Liora Bresler. Dorderecht, The Netherlands:Springer. 2007 p.985-988 No One Learns Alone In N Rabkin and R Redmond. In Putting the Arts in the Picture, Columbia College, Chicago 2004, 49-80 Romantic Research Why We love to Read. National Reading Conference, Inc., 1992, pp. 33-47 (Invited chapter). Reprinted in Psychoanalysis and Education , ed. S. Appel, Greenwood Press, 1999. Reprinted in Love's Return . Eds. Gail Boldt and Paula Salvio. New York: State University of New York Press. 2007. Research: Why We Love to Read," In C. Kinzer and D. Leu, eds., Literacy Research, Theory and Practice : Views from Many Perspectives , 41 S, Yearbook of the National Reading Conference. Lofty Actions and Practical Thoughts: Education with Purpose. In Liberal Education, AACU 81:1 1995, 4-11 The Politics of Curriculum Creativity. In Learning Landscapes, Spring 2009, Vol.2 , No.2 25-29 Section III S...

Autorentext
Madeleine R. Grumet is a professor in the School of Education and in the Department of Communication Studies in the College of Arts and Sciences.

Klappentext

Madeleine Grumet's collection of key writings is organized in three sections-Situated Subjectivity, The Art of Curriculum, Subjectivity and its Discontents- each introduced by an essay framing its issues in the situation from which they sprang, both acknowledging the relation of situation and subjectivity expressed in their writing, and using this opportunity to bring in the politics of education as Grumet experienced them as a professor and as a dean of schools of education.

Zusammenfassung

The title of this collection of Madeleine Grumet's key writings, The Unbearable Lightness of Curriculum, captures what she takes to be the anxiety and ambivalence that accompany our visions of what is possible in our lives and the lives of our children. Her work explores the tension that pervades curriculum, drenched in the material and cultural realities of our lives, yet aiming toward the horizon of what might be possible. The essays are organized in three sections. Situated Subjectivity, The Art of Curriculum, Subjectivity and its Discontents. The introduction to each section frames its issues in the situation from which they sprang, both acknowledging the relation of situation and subjectivity expressed in their writing, and, using this opportunity to bring in the politics of education as Grumet experienced them as a professor and as a dean of schools of education.

Inhalt

Introduction

Section I: Situated Subjectivity

1. Songs and Situations (Selected excepts). In G. Willis, Ed. Qualitative Evaluation. TC Press 1978, 276-301

2. Conception, Contradiction and Curriculum. In Bitter Milk: Women and Teaching, UMass Press, 1988 , 3-30

3. The Unbearable Lightness of Curriculum. InCollege of Liberal Studies monograph, U of Oklahoma, 2001 (local publication) 7-15

4. The Restitution and Reconstruction of Educational Experience. In M.Lawn and L Barton, Eds. Rethinking Curriculum Studies, Croom Helm/Wiley 1991, 115-130

5. To Shine like Fire that Mirrors Nothing: The Loneliness of the Liberal Art. In Studies in the Literary Imagination 31:1 181-192

6. The Pedagogy of the Green Robe published as "Scholae Personae". In J.Gallop, Pedagogy : The Question of Impersonation, Indiana Univ Press 1995, 36-45 **** Section II: The Art of Curriculum

7. Curriculum as Theatre: Merely Players. In Curriculum Inquiry, 8:1 Spring 1978

8. Restaging the Civil Ceremonies of Teaching. In Review of Education/Pedagogy/Cultural Studies 19:1 39-54

9. Curriculum and the Art of Daily Life. In G. Willis and W. Schubert, Reflections from the Heart of Educational Inquiry, SUNY, 1991, 74-89

10. The Pulse of Art. In International Handbook of Research in Arts Education, ed. Liora Bresler. Dorderecht, The Netherlands:Springer. 2007 p.985-988

11. No One Learns Alone In N Rabkin and R Redmond. In Putting the Arts in the Picture, Columbia College, Chicago 2004, 49-80

12. Romantic Research Why We love to Read. National Reading Conference, Inc., 1992, pp. 33-47 (Invited chapter). Reprinted in Psychoanalysis and Education, ed. S. Appel, Greenwood Press, 1999. Reprinted in Love's Return. Eds. Gail Boldt and Paula Salvio. New York: State University of New York Press. 2007.

13. Research: Why We Love to Read," In C. Kinzer and D. Leu, eds., Literacy Research, Theory and Practice: Views from Many Perspectives, 41 S, Yearbook of the National Reading Conference.

14. Lofty Actions and Practical Thoughts: Education with Purpose. In Liberal Education, AACU 81:1 1995, 4-11

15. The Politics of Curriculum Creativity. In Learning Landscapes, Spring 2009, Vol.2 , No.2 25-29 **** Section III Subjectivity and its Discontents

16. Feminism and Teaching: The Wave that Never Reached our Shore. Invited Address: Willystine Goodsell Award, April, 2008, Unpublished

17. Educated and Educating Women : The Reproduction of Smothering. In the Proceedings of the Society for Educating Women, 2013

18. The Beast in the Matrix. In B.Stern, Ed. Curriculum a…