Curriculum and imagination : process theory, pedagogy and action research - McKernan, James (London ; New York : Routledge, 2008)
ACKNOWLEDGEMENTS?..ix PREFACE? ..x PART ONE CURRICULUM: THE THEORETIC DOMAIN CHAPTER 1: CURRICULUM AND ITS IDEOLOGICAL CONCEPTIONS?1 Culture and Curriculum Some Definitions of Curriculum Curriculum as a Social Practice The Lost Democratic Ideal of School-Based Curriculum Development The Objectives Model and Technical Rationality Deliberation and Curriculum Conceptions of Curriculum Six Curriculum Ideologies Curriculum Development Imagination Conclusions CHAPTER 2: CURRICULUM, QUALITY AND FREEDOM?.. 67 The Public Curriculum Quality as a Concept in Education Constraints on Quality Lack of Freedom and Planning: State versus the Reflective Practitioner The Need for a Schools Council for Curriculum and Examinations The Cult of Inefficiency and Teacher Education Academic Freedom and Curriculum Development Patriotic Correctness and the University The Essence of Freedom Recommendations Conclusions CHAPTER 3: CURRICULUM DESIGN AND THEORIZING?.102 Sources of Objectives Curriculum Theorizing Curriculum Perspectives Some Curricular Design Models The National Curriculum Notion Roots of the Objectives Model in America CHAPTER 4: SOME LIMITATIONS OF THE OBJECTIVES MODEL IN CURRICULUM ?133 Some Criticisms of Educational Objectives Standards and Curriculum Concluding Comments on Objectives CHAPTER 5: A PROCESS INQUIRY MODEL FOR CURRICULUM?..157 The Process-Inquiry Model Rationale for a Process Model Which Rationality? Technical, or Practical? Principles for the Selection of Content Elements in the Process-Inquiry Theory The Concept of Education Criteria for Education Towards the Development of Situational Understanding Concluding Comments PART TWO DEMOCRATIC PEDAGOGY: THE PRACTICAL CHAPTER 6: THE TEACHER AS RESEARCHER: ACTION RESEARCH AS THE BASIS FOR PROFESSIONAL DEVELOPMENT?202 Education as a Profession Constraints on Action Research in Schools and Colleges Conclusions CHAPTER 7: ACTION RESEARCH AND PHILOSOPHY: ORIGINS, NATURE AND CONDUCT OF INQUIRY?.230 Theoretical Origins of Action Research Field Theory and Action Research School Improvements and Practical Action Research 1950- Critical Theory and Action Research Action Inquiry, Rightful Intention and Human Action Critical Realism as a Base The Conduct of Action Research: Towards Situational Understanding Some Action Research Methods CHAPTER 8: THE ACTION RESEARCH SEMINAR AND DEMOCRATIC PEDAGOGY?.264 The Action Research Seminar Features of the Action Research/Inquiry Seminar Principles of Procedure for the Seminar Principles of Procedure for Discussion Pedagogy The Activities of Action Research: A Structure for the Seminar Principles of Procedure for Chairing the Action Inquiry Seminar Some Research Evidence CHAPTER 9: CONTROVERSIAL ISSUES, EVIDENCE AND PEDAGOGY?286 Towards a Pedagogy for Controversial Issues Value Issues and Procedural Neutrality The Action Inquiry Seminar Pedagogical Procedures The Value-Neutral/Impartial Chairperson Principles of Procedure The Role of the Teacher on Controversial Value Issues CHAPTER 10: ETHICS, INQUIRY AND PRACTICAL REASON: TOWARDS AN IMPROVED PEDAGOGY?.302 Towards a Constructivist Critical Pedagogy t Some Principles of Procedure Curriculum Selection Principles Ethics and Teaching Ethical Principles of Procedure Imagination and Creativity The Poverty Curriculum Project Aim of Unit Principles of Procedure: Criteria for Teachers Teacher Strategy t
Includes bibliographical references (pages [218]-236) and index
Keywords: Curriculum planning; Action research; Critical pedagogy