TY  - GEN
N2  - This text engages with the dynamic intersection of several domains such as philosophy, psychology, sociology, and pedagogy, in order to critically analyze and reinvent our understanding of curriculum. The chapters raise important questions such as: what are the conditions of possibility for a living curriculum in which Eros and intellect (or reason and intuition) are not separated? How is it possible to escape ideology that keeps us bound to defunct categories? What are the ingredients of an inquiry that is able to grasp curriculum as an expanding interpersonal movement? How do the teacher-learner ensemble get creatively constituted beyond obstructive dualities? How can we reinvent meaning in curriculum without totalization? Which indigenous understandings can be recovered in order to reinvent curriculum with greater relevance for diverse peoples?
AB  - This text engages with the dynamic intersection of several domains such as philosophy, psychology, sociology, and pedagogy, in order to critically analyze and reinvent our understanding of curriculum. The chapters raise important questions such as: what are the conditions of possibility for a living curriculum in which Eros and intellect (or reason and intuition) are not separated? How is it possible to escape ideology that keeps us bound to defunct categories? What are the ingredients of an inquiry that is able to grasp curriculum as an expanding interpersonal movement? How do the teacher-learner ensemble get creatively constituted beyond obstructive dualities? How can we reinvent meaning in curriculum without totalization? Which indigenous understandings can be recovered in order to reinvent curriculum with greater relevance for diverse peoples?
T1  - Rethinking curriculum in times of shifting educational context /
DA  - 2017.
CY  - Cham, Switzerland :
AU  - Roy, Kaustuv,
CN  - LB14.7
CN  - LB1570
PB  - Palgrave Macmillan,
PP  - Cham, Switzerland :
PY  - 2017.
N1  - "In using the word curriculum, I do not mean to limit the discussion to any specific curriculum such as middle school curriculum ... Rather, I refer to the fundamental assumptions that underlie our ways of thinking about knowledge and knower in modern education ..."--Page 2.
ID  - 823269
KW  - Education
KW  - Education
KW  - Curriculum change.
SN  - 9783319611068
SN  - 3319611062
TI  - Rethinking curriculum in times of shifting educational context /
LK  - https://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-3-319-61106-8
UR  - https://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-3-319-61106-8
ER  -