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Curriculum in a New Key The Collected Works of Ted T Aoki Studies in Curriculum Theory Series 1st Edition by Ted T Aoki,William F Pinar,Rita L Irwin ISBN 0805847421 978-0805847420

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Curriculum in a New Key The Collected Works of Ted T Aoki Studies in Curriculum Theory Series 1st Edition William F. Pinar & Rita L. Irwin Digital Instant Download

Author(s): William F. Pinar & Rita L. Irwin
ISBN(s): 9780805847420, 0805847421
Edition: 1
File Details: PDF, 22.99 MB
Year: 2004
Language: english
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Curriculum in a New Key The Collected Works of Ted T Aoki Studies in Curriculum Theory Series 1st Edition by Ted T Aoki,William F Pinar,Rita L Irwin – Ebook PDF Instant Download/Delivery: 0805847421,978-0805847420
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ISBN 10: 0805847421 

ISBN 13: 978-0805847420

Author: Ted T Aoki,William F Pinar,Rita L Irwin

Ted T. Aoki, the most prominent curriculum scholar of his generation in Canada, has influenced numerous scholars around the world. Curriculum in a New Key brings together his work, over a 30-year span, gathered here under the themes of reconceptualizing curriculum; language, culture, and curriculum; and narrative. Aoki’s oeuvre is utterly unique–a complex interdisciplinary configuration of phenomenology, post-structuralism, and multiculturalism that is both theoretically and pedagogically sophisticated and speaks directly to teachers, practicing and prospective.

Curriculum in a New Key: The Collected Works of Ted T. Aoki is an invaluable resource for graduate students, professors, and researchers in curriculum studies, and for students, faculty, and scholars of education generally.

Table of contents: 

  1. Cover Page
  2. Half Title page
  3. Title Page
  4. Copyright Page
  5. Contents
  6. Acknowledgments
  7. Foreword
  8. Preface
  9. “A Lingering Note”: An Introduction to the Collected Works of Ted T. Aoki2
  10. References
  11. Part I Reconceptualizing Curriculum
  12. Chapter 1 Toward Curriculum Inquiry in a New Key1 (1978/1980)
  13. Some Bellwether Signs in Curriculum Inquiry
  14. Centering Curriculum thought
  15. Multiple Orientations in Curriculum Evaluation Research: An Exemplar
  16. Three Curriculum Inquiry Orientations
  17. Empirical Analytic Inquiry Orientation
  18. Situational Interpretive Inquiry Orientation
  19. Critically Reflective Inquiry Orientation
  20. A Personal Reflection
  21. Chapter 2 Curriculum Implementation as Instrumental Action and as Situational Praxis1 (1983)
  22. Making Curriculum Implementation Problematic
  23. Understanding Implementation as Instrumental Action
  24. Curriculum Implementation as Situational Praxis
  25. Conclusion
  26. References
  27. Chapter 3 Competence in Teaching as Instrumental and Practical Action: A Critical Analysis1 (1984)
  28. Competence as Instrumental Action
  29. Segment 1
  30. Competence as Practical Action (Praxis)
  31. Segment 2
  32. Conclusion
  33. Chapter 4 Interests, Knowledge and Evaluation: Alternative Approaches to Curriculum Evaluation1 (1986)
  34. Ends–Means (Technical) Evaluation Orientation
  35. Situational Interpretive Evaluation Orientation
  36. Critical Evaluation Mode Orientation
  37. Chapter 5 Toward Understanding “Computer Application”1 (1987/1999)
  38. Understanding the Computer as Technology
  39. Understanding Computer Application
  40. Understanding Computer Application as a Technical Reproduction
  41. Understanding Computer Application as a Hermeneutic Problem
  42. Conclusion
  43. Understanding “Understanding” as Essential to Understanding Computer Application
  44. A Lesson Learned From Carol Olson
  45. References
  46. Chapter 6 Teaching as Indwelling Between Two Curriculum Worlds1 (1986/1991)
  47. Curriculum-as-Plan
  48. Curriculum-as-Lived-Experience
  49. Dwelling in the Zone of between
  50. Comments
  51. Chapter 7 Layered Understandings of Orientations in Social Studies Program Evaluation1 (1991)
  52. Ends–Means Evaluation Orientation
  53. Praxical Evaluation Orientation
  54. Emic Evaluation Orientation
  55. Critical-Hermeneutic Evaluation Orientation
  56. A Concluding Note
  57. References
  58. Chapter 8 Layered Voices of Teaching: The Uncannily Correct and the Elusively True1 (1992)
  59. Layers of Understanding
  60. The Outermost Layer: Understanding Teaching as a Black Box
  61. The Middle Layer: Understanding Teaching Theoretically and Scientifically
  62. The Innermost Layer: Understanding Teaching Techniques, Strategies, Skills
  63. Reorienting the Search for the Essence of Teaching
  64. Narrative One: A Look that Hears
  65. Narrative Two: Christa Mcauliffe—She is the Teaching
  66. Narrative Three: June’s Story and Two Pedagogical Themes
  67. Theme 1: Pedagogical Watchfulness
  68. Theme 2: Pedagogical Thoughtfulness
  69. A Lingering Note
  70. References
  71. Chapter 9 Legitimating Lived Curriculum: Toward a Curricular Landscape of Multiplicity1 (1993)
  72. “Science must be taught as a Humanity”: A Curriculum Anecdote
  73. Disturbing the Categories that Populate the C & I Landscape
  74. Disturbing the Landscape that Privileges the Curriculum-as-Plan
  75. Curriculum-as-Plan
  76. The Lived Curriculum
  77. From the C & I Landscape to a Curricular Landscape of Multiplicity (C & C Landscape)
  78. The C & I Landscape
  79. A Curricular Landscape of Multiplicity (Which Grows in the Middle)
  80. Line of Movement #1: In Difference Between Discourses
  81. Line of Movement #2: In the Difference Between Metanarratives and Narratives
  82. Polyphonic Lines of Movement: A Practicing Teacher Grows in Wisdom
  83. Line of Movement #3: In the Difference Between Faceless Others and the Faces of Others
  84. A Lingering Note
  85. Part II Language, Culture, and Curriculum
  86. Chapter 10 Toward Understanding Curriculum: Talk Through Reciprocity of Perspectives1 (1981)
  87. Situation 1. A Conversation with Graduate Students in Curriculum Studies
  88. Situation 2. A Conversation with Francis Lampi of Zambia
  89. Chapter 11 Signs of Vitality in Curriculum Scholarship1 (1985/1991)
  90. Theme 1—Curriculum as the Locus of Scholarship in Education
  91. Theme 2—Increasing Recognition of Curriculum Scholarship in Many Faculties of Education
  92. Theme 3—The Celebration of the Mundane in Curriculum Studies (A Dialectic between the First and Second Order Curriculum Worlds)
  93. Theme 4—Researching the Meaning of the Commonplaces of Curriculum Practice
  94. Chapter 12 The Dialectic of Mother Language and Second Language: A Curriculum Exploration1 (1987/1991)
  95. Curriculum Orientation based on the Technical Understanding of Language
  96. Curriculum Orientation in Immersion Programs
  97. Bilingualism as a Dialectic of Complementarity between Two Worlds
  98. Bilingualism as a Hermeneutic Dialectic
  99. Toward an Authentic Education
  100. Chapter 13 Five Curriculum Memos and a Note for the Next Half-Century1 (1991)
  101. Memo 1: ED Sec or “Where did ED CI go?”
  102. Memo 2: Curriculum in the News: “Science must be taught as a Humanity.” Curriculum Turbulence at the University Level?
  103. Memo 3: Legitimating Narratives in Curriculum? Leaning on Lyotard
  104. Memo 4: Curriculum Assessment on National TV: Cracks in Nationwide Testing?
  105. Memo 5: “Curriculum and Instruction” Goes; Up Pops “Curriculum and Assessment”
  106. A Note for the Next Half-Century … and … and … and …
  107. References
  108. Chapter 14 In the Midst of Slippery Theme-Words: Living as Designers of Japanese Canadian Curriculum1 (1992)
  109. Opening up to the Site of Designers
  110. Toward Understanding Landscapes: A Linguistic Turn
  111. Theme-Words in the Landscape of Multiculturalism
  112. The Theme-Word: “Japanese Canadian”
  113. The Theme-Word: “Multiculturalism”
  114. Multiplicity as Identities
  115. Multiculturalism as Multiplicity
  116. In the Curricular Landscape
  117. C & I Landscape (Curriculum & Instruction/Implementation Landscape)
  118. C and I Landscape
  119. C & C Landscape: The Landscape of the C-as-Plan and C-as-Lived
  120. C and C Landscape
  121. A Lingering Note
  122. References
  123. Chapter 15 The Child-Centered Curriculum: Where Is the Social in Pedocentricism?1 (1993)
  124. Birthing of the Title
  125. First Moment: Pedocentricism and Competing Curriculum Centers
  126. Second Moment: Child-Centeredness and the Language of Individualism
  127. Third Moment: “Self and Other” in a Polyphonic Landscape
  128. Voice #1. Individualistic Self and Individualistic Other
  129. Voice #2. “Self and Other” in Romantic Intersubjectivity
  130. Voice #3. Ethicality in “Self and Other” (Emmanuel Levinas)
  131. Voice #4. “Self and Other” in a Divided Subject (Julia Kristeva)
  132. A Lingering Note
  133. Chapter 16 Humiliating the Cartesian Ego1 (1993)
  134. In the Realm of the Cartesian either/or
  135. In the Landscape of “Both this and that, and More”
  136. Humiliating “Humiliation”
  137. References
  138. Chapter 17 In the Midst of Doubled Imaginaries: The Pacific Community as Diversity and as Difference1 (1995)
  139. Remembering a Saying
  140. Disrupting the Linearity of a Historical Narrative: From the Mediterranean to the Atlantic to the Pacific
  141. The Conventional Imaginary: The Pacific Community as Diversity
  142. An Imaginary With a Difference: The Pacific Community as Difference
  143. A Meditation
  144. Chapter 18 Imaginaries of “East and West”: Slippery Curricular Signifiers in Education1 (1996)
  145. In the Midst of Modernist Imaginaries
  146. A Binary Image of East and West
  147. Asian Scholars Meet Western Scholars
  148. “East and West” within the Imaginary of Cultural Identity
  149. The Image of “Crossing” between East and West
  150. A Short Interlude on Sign Theory
  151. Returning to “East and West”
  152. Where Newness Emerges
  153. References
  154. Chapter 19 Language, Culture, and Curriculum …1 (2000)
  155. Metonymic Moment #1: Midst Curriculum-as-Plan/Curriculum-as-Live(D)
  156. Metonymic Moment #2: Midst Presence /Absence
  157. Metonymic Moment #3: Opening up to the Third Space Midst Representational/Nonrepresentational Discourses
  158. Metonymic Moment #4: Midst Western Knowledge/Aboriginal Knowledge
  159. Metonymic Moment #5: Translation/Transformation
  160. A Lingering Moment
  161. References
  162. Part III Sounds of Pedagogy in Curriculum Spaces
  163. Chapter 20 Reflections of a Japanese Canadian Teacher Experiencing Ethnicity1 (1979)
  164. Experiencing Ethnicity as a Japanese Canadian in Japan
  165. Experiencing Schooling as a Japanese Canadian in British Columbia
  166. On being and becoming a Teacher in Alberta
  167. A Biographical Sketch
  168. A Typical “Becoming a Teacher”
  169. A Dialogue With Chief Maurice Wolfe
  170. Job Offers in the Spring of 1945
  171. Shifting to Foremost
  172. Teachers’ Convention, Lethbridge, 1947
  173. Summer Session 1947, University of Alberta
  174. Departure/Entry—Lethbridge
  175. Being a Professor at UBC
  176. A Lingering Note
  177. Chapter 21 Revisiting the Notions of Leadership and Identity1 (1987)
  178. Questioning Leadership
  179. Questioning Identity
  180. Episode 1: Canadian Japanese? Japanese Canadians?
  181. Episode 2: Reunderstanding the Question “Who Are Japanese Canadians?”
  182. Episode 3: Beyond Identity
  183. Chapter 22 Inspiriting the Curriculum1 (1987)
  184. From Theory to Practice Questioned
  185. Toward an Inspirited Curriculum
  186. Layered Worlds of Curriculum and Pedagogy: Helpful for Developers
  187. Can a Curriculum Truly Invite?
  188. Understanding Curriculum Implementation
  189. Striving for the Secret Places of the Soul
  190. Chapter 23 Sonare and Videre: A Story, Three Echoes and a Lingering Note1 (1990)
  191. Bobby Shew Jazzes up a Curriculum Seminar: A Story
  192. Echo 1: Through Disembodied Instrumentalism to Embodied Meaning
  193. Echo 2: Polyphonic Curriculum: Responding to the Call for Curriculum Intergration in “Year 2000”
  194. An Interlude: Conversation Pieces
  195. Echo 3: Sonare and Videre
  196. Poetry
  197. A Lingering Note
  198. All I Wanted Was To Sing10
  199. Chapter 24 Taiko Drums and Sushi, Perogies and Sauerkraut: Mirroring a Half-Life in Multicultural Curriculum1
  200. Engathered in Multiflavoured Nourishment
  201. Multiculturalism as Multiple Identities
  202. Beyond Mere Manyness to Cross-Culturalism
  203. Multiculturalism as Dwelling in the Midst of Interculturalism
  204. Episode 1: Canadian Jews? Jewish Canadians? Canadian Japanese? Japanese Canadians?
  205. Episode 2: “Canadian,” “Nation,” “Land”— More Turbulent Words: In the Midst of Polysemic Differences
  206. Moving into the Midst of Differences Through Stories
  207. Experiencing Differences in the Midst of Two Language Worlds: A Child’s Story of a Pedagogical Experience
  208. My Story: I Squirmed as My Teacher Paused to Talk to My Parents
  209. Dwelling in My Story
  210. A Lingering Note
  211. References
  212. Chapter 25 The Sound of Pedagogy in the Silence of the Morning Calm1
  213. Dear Mokwol Nim,3 My Esteemed Teacher—By Anjin Yoo
  214. Theme 1: Lingering in the Story’s Pedagogical Theme
  215. Pedagogical Taking Leave
  216. Theme 2: (Pedagogical) Belonging Together: An Excursus into Heidegger’s Kehre
  217. Belonging Together
  218. Belonging Together
  219. Theme 3: Descrying the Dawn in the Evening Land of the Occidental
  220. References
  221. Chapter 26 Narrative and Narration in Curricular Spaces1 (1996)
  222. A Sublime Image: A Flag with a Hole in the Center
  223. Disjuncture between Modernist and Postmodernist Discourses
  224. Narrating with Difficulty in the Midst of Original Difficulty
  225. In the Metonymic Space of “Narrative and Narration”
  226. Chapter 27 Spinning Inspirited Images in the Midst of Planned and Live(d) Curricula1 (1996)
  227. Geo-Metron in Doubled Imaginaries
  228. Indwelling Calligraphically
  229. In the Midst of Doubled Imaginaries
  230. Disturbing “Curriculum” as Master Signifier
  231. The Live(D) Curriculum: A new Signifier
  232. In the Midst of and between Planned and Live(D) Curricula
  233. A Plea to Art Educators
  234. References
  235. Chapter 28 Locating Living Pedagogy in Teacher “Research”: Five Metonymic Moments1 (2003)
  236. Moment #1: Living Pedagogy Midst Curriculum-as-Plan/ Curriculum-as-Live(D)
  237. Moment #2: Indwelling Midst Presence/Absence
  238. Moment #3: Representational Discourse/Non-Representational Discourse: Geography, Discipline, and Discourse
  239. A Brief Excursion into Sign Theory
  240. Midst the Vertical and the Horizontal
  241. Moment #4: Self/Other
  242. Moment #5: A Double Reading of a Zen Parable
  243. Part IV Appendix: Short Essays
  244. Principals as Managers: An Incomplete View1 (1991)
  245. Bridges That Rim the Pacific1 (1991)
  246. Japanese Garden
  247. True Bridge
  248. Interview (2003)
  249. Postscript/Rescript
  250. A
  251. B
  252. Story #1: “Just One Word?”
  253. Story #2: Experiencing Refiguration of the Word “Way”
  254. C
  255. D
  256. Curriculum Vitae for ted Tetsuo Aoki, Ph.D.
  257. Author Index
  258. Subject Index
 

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