Curriculum in a New Key: The Collected Works of Ted T. AokiTed 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. |
Contents
Curriculum Implementation as Instrumental Action and as Situational | |
Alternative Approaches | |
Teaching as Indwelling Between Two Curriculum Worlds 19861991 | |
A Curriculum Exploration 19871991 | |
The Uncannily Correct and the Elusively True | |
Five Curriculum Memos and a Note for the Next HalfCentury 1991 | |
Slippery Curricular Signifiers in Education 1996 | |
LANGUAGE CULTURE AND CURRICULUM | |
SOUNDS OF PEDAGOGY IN CURRICULUM SPACES | |
Reflections of a Japanese Canadian Teacher Experiencing Ethnicity 1979 | |
Toward Understanding Curriculum Talk through Reciprocity | |
Revisiting the Notions of Leadership and Identity 1987 | |
A Story Three Echoes and a Lingering Note 1991 | |
Mirroring a HalfLife | |
1992 | |
Where Is the Social in Pedocentricism? | |
1993 | |
Humiliating the Cartesian Ego 1993 | |
The Pacific Community as Diversity | |
and as Difference 1995 | |
in Multicultural Curriculum 1991 | |
The Sound of Pedagogy in the Silence of the Morning Calm 1991 | |
Five Metonymic Moments 2003 | |
APPENDIX SHORT ESSAYS | |
An Incomplete View 1991 | |
Other editions - View all
Common terms and phrases
acting action activities allows Aoki application approach assessment Association assumptions become begin bridge British Columbia Canada classroom comes competence concern conference conversation critical culture curricular curriculum curriculum-as-plan Department difference discourse dwell evaluation experience experienced Faculty feel field framework given guided hear human identity imaginary implementation individual instruction interest interpretive Japanese Canadian kind knowledge landscape language leading learning lines listeners lived meaning midst Miss move movement multiculturalism multiplicity narratives notes notion objective orientation Pacific pedagogical person perspectives possibilities practice praxis present Press question recall reference reflection scholars seems sense signifier situation social studies space speak story structure suggests talk teacher teachers and students teaching tells tension theory things thinking thought transformation turn understanding understood University University of Alberta voices Western writing