Reconceptualization of Curriculum Studies

<p>In this volume scholars from around the world consider the influential work of William F. Pinar from a variety of "conversations" his ideas have generated. The major focus is on the What, Why, and How of the word "reconceptualization," which involves engaging critically and ethically as public intellectuals with gender, class, and race issues theorized in a variety of disciplines. The book introduces Pinar’s seminal argument for curriculum to return to its root in the word <i>currere</i> (the running of the course of study) and its key concepts: autobiography as alternative to the denial of subjectivity in traditional curriculum studies, study, and place. Issues addressed include the ethics of study both of self and of the discipline of curriculum studies, the politics of presence, the curricular importance of entering the public sphere, the openness to complicating simple solutions, and the ethical dealing with alterity (the state of being other or different; otherness).</p> <p>1. Holding Tight against the Tide: The Problem of Instrumentalism <em>Tero Autio </em>2. Haunting Revelations: Teaching Amidst the Ruins of Race, Gender and Violence <em>Denise Taliaferro Baszile </em>3. Of that Visionary Gleam: On "Sanity, Madness and the School" <em>Alan A. Block </em>4. The Homoerotic Turn and<em> Currere Deborah P. Britzman </em>5. Crossing the Continental Divide: Pinar, Reconceptualization and Curriculum in Canada <em>Terrance R. Carson </em>6. Curriculum as the Place of Study <em>Brian Casemore </em>7. Excavating the Self: The Archaeologies of Pinar and Hillman <em>Mary Aswell Doll </em>8. Reflection on a Poor Curriculum:With a Nod to Edgar Morin<em> William E. Doll, Jr. </em>9. Two Groundbreaking Ideas of William F. Pinar: Curriculum as Complicated Conversation and Study as the Site of Education <em>Peter P. Grimmett </em>10. The Politics of Presence <em>Madeleine R. Grumet </em>11.William F. Pinar: Reflections on a Public Intellectual <em>Petra Hendry </em>12.<i>Maple Jazz</i>: An Artist’s Rendering of<em>Currere Rita L. Irwin </em>13. Generous Interrogations and Affirmations: Histories and Trajectories <em>Janet L. Miller </em>14. Disciplinarity and Interdisciplinarity: William Pinar’s Complicated Conversation with Curriculum Studies <em>Marla Morris </em>15. Becoming Inter-national: Autobiography, Curriculum, and Hyph-e-nated Subjectivities <em>Nicholas Ng-A-Fook </em>16. Pinar’s Influence on the Consolidation of Portuguese Curriculum Studies <em>José Augusto Pacheco </em>17. An Embodied <i>Currere</i>: Dance, Poetics, Place and Site-Specific Performance <em>Celeste Snowber </em>18. Layers of Internationalization and Poststructuralism: William F. Pinar and Curriculum Studies in Brazil <em>Maria Luiza Süssekind </em>19. William Pinar’s Contribution to Our Understanding of Sex, Gender and Curriculum <em>Peter M. Taubman </em>20. Complexities of the Complicated Conversation <em>Donna Trueit </em>21. The Autobiographical, the National, and the International: A Complicated Conversation <em>Hongyu Wang </em>22. The Practice of Radical Love: Understanding Curriculum as Queer Theological Text <em>Rita Ugena Whitlock </em>23. William F. Pinar’s Contributions to the World Curriculum Field <em>Zhang Hua</em></p>