Curriculum Studies Guidebooks ― Concepts and Theoretical Frameworks

This guidebook introduces students, professors, and teachers to current concepts and theoretical frameworks in curriculum studies. It explains what curriculum scholars study in relation to history, politics, gender, multicultural education, and literary studies, discussing historical curriculum concepts (historiography, gender, race, biography, autobiography, historical trauma, and witnessing); political curriculum concepts (neoliberalism, neoconservatism, poststructuralism, fascism, authoritarianism, militarism, postformalism, school shootings, and the politics of emotion); multicultural curriculum concepts (whiteness studies, Latino/a studies, Islamophobia, black/feminist/womanist studies, and disability studies); gender curriculum concepts (feminism, masculinity studies, and queer theory); and literary curriculum concepts (reading, writing, thinking, writing and the imagination, eco-poesis, identity and difference, and memory and history). Annotation c2016 Ringgold, Inc., Portland, OR (protoview.com)

Marla Morris (PhD, Louisiana State University) is Professor of Education at Georgia Southern University. Morris is the author of On Not Being Able to Play: Scholars, Musicians and the Crisis of Psyche; Teaching Through the Ill Body: A Spiritual and Aesthetic Approach to Pedagogy and Illness; Jewish Intellectuals and the University; and Curriculum and the Holocaust: Competing Sites of Memory and Representation. Morris is author of numerous journal articles in the field of curriculum studies. She won the Critic’s Choice Award (Educational Studies Association) the Jack Miller Award for Scholarship and Creativity at Georgia Southern University in 2004.