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Conversations of curriculum reform : students' and teachers' voices interpreted through autobiographical and phenomenological texts

Author: Kathryn M Benson
Publisher: New York : Peter Lang, 2006.
Series: Complicated conversation, v. 12.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
"Conversations of Curriculum Reform is a retelling and recapturing of the school lives of students whose dialogue with their teacher and with each other is a transformative and tentative attempt to express and define their school experiences, which were complicated by the loss of two classmates. Meeting as adults, the former classmates reconsider their past and reinterpret their work as the author engages in a  Read more...
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Additional Physical Format: Online version:
Benson, Kathryn M.
Conversations of curriculum reform.
New York : Peter Lang, 2006
(OCoLC)681050681
Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Kathryn M Benson
ISBN: 0820474797 9780820474793
OCLC Number: 62535987
Description: xii, 131 pages ; 23 cm.
Contents: Introduction : breakthroughs of being --
Multiplicities and complications of curriculum discourse --
Dis/positioning of curriculum discourse : new lines of flight --
Understanding curriculum : the interpretative focus of phenomenology --
Speaking and being spoken : reclaiming the experience --
Experiencing the journey : mapping the life-world --
Living the journey : speaking the experiences --
Ourselves in the world : the duplicity of experience.
Series Title: Complicated conversation, v. 12.
Responsibility: Kathryn M. Benson.
More information:

Abstract:

"Conversations of Curriculum Reform is a retelling and recapturing of the school lives of students whose dialogue with their teacher and with each other is a transformative and tentative attempt to express and define their school experiences, which were complicated by the loss of two classmates. Meeting as adults, the former classmates reconsider their past and reinterpret their work as the author engages in a critical discourse on the limitations and complications of dialogical methodology. Grounded in phenomenology and compelled interpretatively by poststructuralist autobiographical insight, this book moves toward troubling the familiar notions of the personal and the spaces of autobiography in curriculum research and theory."--Jacket.

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