Truth and Knowledge in Curriculum Making
A volume in the series: Research in Curriculum and Instruction. Editor(s): Cheryl J. Craig, University of Houston.
Truth and Knowledge in Curriculum Making, addresses issues in curriculum and instruction, such as the lack of Black teachers, minority representation, and mentorship.
The book arose from a serial interpretation of five published narrative inquiries that pinpointed complexities lived in a teacher knowledge community at T.P. Yaeger Middle School, a campus located in the fourth largest urban center in America. The inquiry initially resulted in a documentary-style presentation at an educational conference using performance narrative inquiry as an arts-based method to recount the research. In Truth and Knowledge in Curriculum Making, the process of researchers turned actors is unraveled by looking at the lived experiences and identifying the embodied knowledge of teachers in different content areas including Physical Education, Music, Teaching English as a Second Language, Mathematics, and Reading. The authors use parallel stories, counter stories, story constellations, musical narrative inquiry, performance narrative inquiry and other narrative means of sense-making as they examine how they may relate to those stories. Ethical research dilemmas, including the how and why behind each author’s choice to burrow into difficult topics such as race, gender and conflict resolution are revealed. By unpacking the hidden curriculum, examining value creation and by revealing isolated relational experiences of participants and researchers, Truth and Knowledge in Curriculum Making instantiates and outlines how truth and knowledge may be formed in educational settings through intertwining narrative inquiry, teacher knowledge and aesthetic ways of knowing.
Preface. Introduction: Truth and Knowledge in Curriculum Making. PART I: CURRICULUM MAKING IN TEACHER EDUCATION. Stories to Return By: Physical Educators’ Restorative Journey to Reconcile Professional Identity and Spiritual Identity, HyeSeung Lee. Locating Helen Within Schwab’s Curriculum Commonplaces: Collaborative Curriculum Making in Yaeger’s Knowledge Community, Miguel Burgess Monroy. Mentoring and Teacher Induction: Imparting Pearls of Wisdom, Erin A. Singer. Hearing the Voice of a Black Educator, Like Me, Kevin L. Jones. Narrative Inquiry-Infused Conflict Management and Resolution: Navigating Conflict in Professional Teacher Relationships, Matthew J. Etchells. PART II: MEANING MAKING IN TEACHER EDUCATION. Performance Story-Telling: Casting the Researcher as Actor, Lobat Asadi. Musical Resonance of Helen’s Narrative, Eunhee Park and Boo Hyun Kim. Exploring the Intersectionality of Hidden, Gendered, and White-Washed Curricula in Two Urban Teachers’ Parallel Stories, Ambyr Rios. Something Is a Bit Fishy: Wading Through Helen’s Experiences in Relational Realms, Vicki G. Mokuria and Diana Wandix-White. A Butterfly’s Lived Experience: An Integrated Way of Knowing, Doing, Being, and Curriculum Making Your Best-Loved Self, Michele Norton. The Final Act: Truth and Knowledge in Curriculum Making, Lobat Asadi and Cheryl J. Craig. About the Contributors.
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