Curriculum in a New Key : The Collected Works of Ted T. Aoki

by Pinar, William F.; Irwin, Rita L.; Aoki, Ted T.

• ISBN13: 9780805847413
• ISBN10: 0805847413
• Format: Hardcover
• Copyright: 2004-07-29
• Publisher: Lawrence Erlbau

Summary

Ted T. Aoki, the most prominent curriculum scholar of his generation in Canada, has influenced numerous scholars around the world.Curriculum in a New Keybrings together his work, over a 30-year span, gathered here under the themes of reconceptualizing curriculum; language, culture, and curriculum; and narrative. Aoki'soeuvreis 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. Aokiis an invaluable resource for graduate students, professors, and researchers in curriculum studies, and for students, faculty, and scholars of education generally.

Author Biography

William F. Pinar teaches curriculum theory at Louisiana State University, where he serves as the St. Bernard Parish Alumni Endowed Professor. He received his B.S. in Education from Ohio State University in 1969, his M.A. in 1970, and his Ph.D. in 1972. Pinar is the founding editor of the scholarly journal JCT, and with Janet Miller, the founder of the Bergamo Conference on Curriculum Theory and Classroom Practice. In addition, he is the founder and now President of the International Association for the Advancement of Curriculum Studies and the founder of its American affiliate, the American Association for the Advancement of Curriculum Studies, for which he serves as Conference Committee chair. Pinar has authored several books, edited several collections, and is the editor of a book series in curriculum theory. In spring 2000, he received the LSU Distinguished Faculty Award and an AERA Lifetime Achievement Award.
Rita L. Irwin is a professor of curriculum studies and art education in the Faculty of Education at the University of British Columbia where she is currently the Head of the Department of Curriculum Studies. She is a practicing artist, teacher, and researcher engaged in curriculum inquiry projects focusing on socio-cultural issues, teacher education, visual culture, and identity formation. She has published nationally and internationally, and has exhibited her art work in British Columbia and Alberta, Canada. She is an active leader within the arts and education, having held numerous leadership positions provincially, nationally, and internationally.

Table of Contents

Acknowledgments	xi
Foreword	xv
William F. Pinar
Preface	xix
Rita L. Irwin
"A Lingering Note": An Introduction to the Collected Works of Ted T. Aoki	1	(88)
William F. Pinar
I: RECONCEPTUALIZING CURRICULUM
Chapter 1 Toward Curriculum Inquiry in a New Key (1978/1980)	89	(22)
Chapter 2 Curriculum Implementation as Instrumental Action and as Situational Praxis (1984)	111	(14)
Chapter 3 Competence in Teaching as Instrumental and Practical Action: A Critical Analysis (1984)	125	(12)
Chapter 4 Interests, Knowledge and Evaluation: Alternative Approaches to Curriculum Evaluation (1986/1999)	137	(14)
Chapter 5 Toward Understanding Computer Application (1987/1999)	151	(8)
Chapter 6 Teaching as In-dwelling Between Two Curriculum Worlds (1986/1991)	159	(8)
Chapter 7 Layered Understandings of Orientations in Social Studies Program Evaluation (1991)	167	(20)
Chapter 8 Layered Voices of Teaching: The Uncannily Correct and the Elusively True (1992)	187	(12)
Chapter 9 Legitimating Live Curriculum: Toward a Curricular Landscape of Multiplicity (1993)	199	(20)
II: LANGUAGE, CULTURE, AND CURRICULUM
Chapter 10 Toward Understanding Curriculum Talk through Reciprocity of Perspectives (1981)	219	(10)
Chapter 11 Signs of Vitality in Curriculum Scholarship (1986/1991)	229	(6)
Chapter 12 The Dialectic of Mother Language and Second Language: A Curriculum Exploration (1987/1991)	235	(12)
Chapter 13 Five Curriculum Memos and a Note for the Next Half-Century (1991)	247	(16)
Chapter 14 In the Midst of Slippery Theme-Words: Living as Designers of Japanese Canadian Curriculum (1992)	263	(16)
Chapter 15 The Child-Centered Curriculum: Where Is the Social in Pedocentricism? (1993)	279	(12)
Chapter 16 Humiliating the Cartesian Ego (1993)	291	(12)
Chapter 17 In the Midst of Doubled Imaginaries: The Pacific Community as Diversity and as Difference (1995)	303	(10)
Chapter 18 Imaginaries of "East and West": Slippery Curricular Signifiers in Education (1996)	313	(8)
Chapter 19 Language, Culture, and Curriculum...(2000)	321	(12)
III: SOUNDS OF PEDAGOGY IN CURRICULUM SPACES
Chapter 20 Reflections of a Japanese Canadian Teacher Experiencing Ethnicity (1979)	333	(16)
Chapter 21 Revisiting the Notions of Leadership and Identity (1987)	349	(8)
Chapter 22 Inspiriting the Curriculum (1990)	357	(10)
Chapter 23 Sonare and Videre: A Story, Three Echoes, and a Lingering Note (1991)	367	(10)
Chapter 24 Taiko Drums and Sushi, Perogies and Sauerkraut: Mirroring a Half-Life in Multicultural Curriculum (1991)	377	(12)
Chapter 25 The Sound of Pedagogy in the Silence of the Morning Calm (1991)	389	(14)
Chapter 26 Narrative and Narration in Curricular Spaces (1996)	403	(10)
Chapter 27 Spinning Inspirited Images in the Midst of Planned and Live(d) Curricula (1996)	413	(12)
Chapter 28 Locating Living Pedagogy in Teacher "Research": Five Metonymic Moments (2003)	425	(10)
IV: APPENDIX: SHORT ESSAYS
Principals as Managers: An Incomplete View (1991)	435	(2)
Bridges That Rim the Pacific (1991)	437	(4)
Interview (2003)	441	(8)
Postscript/rescript	449	(10)
Curriculum vitae for Ted Tetsuo Aoki, Ph. D., Professor Emeritus, University of Alberta.	459	(6)
Author Index	465	(4)
Subject Index	469