A critical exposition of the work of sixteen of the most important names in curriculum theory, taking in a wide range of views and perspectives from across the UK, the US and Europe.

"It is possible to say that resistance in education has always been resisted; the point, of course, is who is doing the resisting. Why they are resisting, what they are resisting, and whose interests are being served by these acts of resistance. David M. Moss and Terry A. Osborn's provocative collection of essays on educational resistance gives new scope and meaning to the term `resistance' in the context of today's challenges to and on behalf of social justice education. It is an important contribution to the field of critical education."---Peter McLaren, Graduate School of Education and Information Studies, University of California, Los Angeles --Book Jacket.

This book addresses fundamental questions in relation to education and its epistemology. The position taken by the author is critical realist; and thus throughout the relationship between education and critical realism is foregrounded. Themes and issues that surface at different times in the book are: a critical realist view of education research; a resolution of the quantitative/qualitative divide; criteria for judging the worth of educational texts and practices; differences between scientific and critical realisms; empirical research methods in education; structure-agency relationships; pragmatist views of educational research; foundations and paradigmatic differences; and educational critique and transformation.

Curriculum Windows: What Curriculum Theorists of the 1990s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1990s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 1990s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1990s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? The chapter authors and editor revisit and interpret several of the most important works in the curriculum field of the 1990s. The book's Foreword is by renowned curriculum theorist William H. Schubert.

Most published bodies of work relating to curriculum theory focus exclusively, or almost exclusively, on the contributions of men. This is not representative of influences on educational practices as a whole, and it is certainly not representative of educational theory generally, as women have played a significant role in framing the theory and practice of education in the past. Their contribution is at least equal to that of men, even though it may not immediately appear as visible on library shelves or lecture lists. This book addresses this egregious deficit by asking readers to engage in an intellectual conversation about the nature of women’s curriculum theory, as well as its impact on society and thought in general. It does this by examining the work of twelve women curriculum theorists: Maxine Greene, Susan Haack, Julia Kristeva, Martha Nussbaum, Nel Noddings, Jane Roland Martin, Marie Battiste, Dorothea Beale, Susan Isaacs, Maria Montessori, Mary Warnock and Lucy Diggs Slowe. The book is not an encyclopaedia, nor is it a history book. It aims to bring to the reader’s attention, through a semantic rendition of the world, those seminal relationships that exist between the three meta-concepts that are addressed in the work, feminism, learning and curriculum. It will appeal to scholars and researchers with interests in curriculum, and the philosophy and sociology of education.

Studying PGCE Geography at M Level is for all students undertaking their PGCE, those working to gain Masters credits, and experienced teachers who wish to broaden their understanding of geography education. Bridging the gap between theory and practice, it is designed to support and challenge teachers as they explore geography education research, consider how theory and research enhance practice, and develop critical reflection on practice. Divided into three key sections, it: investigates professional practice - what we understand about professionalism and quality in geography education, and how teachers can improve their practice introduces perspectives and debates on key themes and ideas in geography education, including subject expertise, sustainable development, learning outside the classroom, and assessment provides practical guidance on the skills involved in undertaking M level work – extended reading, engaging with theory, undertaking research, and writing your dissertation. Chapters include key readings and questions to encourage further research and reflection, and every chapter is illustrated with summaries of real students’ dissertations, demonstrating the kind of research undertaken at M Level. Written by experts in geography education, Studying PGCE Geography at M Level offers invaluable support and inspiration for all those engaged in teaching, research and writing in geography education.

Introducing: 20 key educational thinkers who have offered challenging perspectives on education Exploring: Their ideas, how to apply them in practice and their relevance to teaching and learning today. Understanding: The strengths and limitations of each theory and links to other concepts. This third edition includes: Two new chapters on the works of Diane Ravitch and Gloria Ladson-Billings Revamped reflective tasks with a greater practical focus for the classroom Fully updated chapters with links to current educational socio-political developments, and expanded critical commentary This is an essential textbook for any university course that includes learning theory, with particular relevance for initial teacher education, education studies and early childhood degrees. Karl Aubrey has recently retired from his post at Bishop Grosseteste University. Alison Riley is the Programme Leader for the BA Early Childhood Studies at Bishop Grosseteste University. The perfect companion to Aubrey & Riley: Understanding and Using Educational Theories 3e (9781529761306).

Curriculum in Early Childhood Education: Re-examined, Reclaimed, Renewed critically and thoroughly examines key questions, aims, and approaches in early childhood curricula. Designed to provide a theoretical and philosophical foundation for examining teaching and learning in the early years, this fully updated and timely second edition provokes discussion and analysis among all readers. What influences operate (both historically and currently) to impact what happens in young children's classrooms? Whose perspectives are dominant and whose are ignored? What values are explicit and implicit? Each chapter gives readers a starting point for re-examining key topics, encourages a rich exchange of ideas in the university classroom, and provides a valuable resource for professionals. This second edition has been fully revised to reflect the current complexities and tensions inherent in curricular decision-making and features attention to policy, standardization, play, and diversity, providing readers with historical context, current theories, and new perspectives for the field. Curriculum in Early Childhood Education is essential reading for those seeking to examine curriculum in early childhood and develop a stronger understanding of how theories and philosophies intersect with the issues that accompany the creation and implementation of learning experiences.

In 2008 the first in a series of symposia established a ‘social realist’ case for ‘knowledge’ as an alternative to the relativist tendencies of the constructivist, post-structuralist and postmodernist approaches dominant in the sociology of education. The second symposium focused on curriculum, and the development of a theoretical language grounded in social realism to talk about issues of knowledge and curriculum. Finally, the third symposium brought together researchers in a broad range of contexts to build on these ideas and arguments and, with a concerted empirical focus, bring these social realist ideas and arguments into conversation with data. Knowledge, Curriculum and Equity: Social Realist Perspectives contains the work of the third symposium, where the strengths and gaps in the social realist approach are identified and where there is critical recognition of the need to incrementally extend the theories through empirical study. Fundamentally, the problem that social realism is seeking to address is about understanding the social conditions of knowledge production and exchange as well as its structuring in the curriculum and in pedagogy. The central concern is with the on-going social reproduction of inequality through schooling, and exploring whether and how foregrounding specialised knowledge and its access holds the possibility for interrupting it. This book consists of 13 chapters by different authors working in Oceania, Asia, Europe, Africa and North America. From very different vantage points the authors focus their theoretical and empirical sights on the assumptions about knowledge that underpin educational processes and the pursuit of more equitable schooling for all.

How can education be a vehicle for social change? This book looks at how different educational theories can be used to address complex and vital issues in society by exploring key concepts and challenging traditional thought through an educational lens. Each topic area is explored in both theoretical and practical terms with direct application to the classroom throughout. Key topics include: The climate crisis The Black Lives Matter movement The rise of right-wing populism The experience of LGBTQ+ students in school The impact of COVID-19 This is essential reading for anyone training to teach at any age phase and students undertaking the academic study of education.