The SAGE Handbook of Curriculum and Instruction emerges from a concept of curriculum and instruction as a diverse landscape defined and bounded by schools, school boards and their communities, policy, teacher education, and academic research. Each contributing author was asked to comprehensively review the research literature in their assigned topic. These topics, however, are defined by practical places on the landscape e.g. schools and governmental policies for schools. Key Features: o Presents a different vision or reconceptualization of the field o Provides a comprehensive and inclusive set of authors, ideas, and topics o Takes a global rather than North American parochial approach o Recognizes that curriculum and instruction is broader in scope than is suggested by university research and theory o Reflects post-1992 changes in curriculum policy, practice and scholarship o Represents a rethinking of how school subject matter areas are treated. Teacher education is included in the Handbook with the intent of addressing the role and place of teacher education in bridging state and national curriculum policies and curriculum as enacted in classrooms.
Narrative and Experience in Multicultural Education explores the untapped potential that narrative and experiential approaches have for understanding multicultural issues in education. The research featured in the book reflects an exciting wave of new social science thinking about human experience. The studies focus on the lives of students, teachers, parents, and communities, and bring forward experiences seldom discussed in the literature. JoAnn Phillion, Ming Fang He and F Michael Connelly are diverse and their inquiries are far ranging in terms of content, ethnic groups studied, geographic locations and other contexts. What distinguishes this book from other work in multicultural education is the emphasis on understanding experience and transforming this understanding into social and educational significance.
Narrative and Experience in Multicultural Education explores the untapped potential that narrative and experiential approaches have for understanding multicultural issues in education. The research featured in the book reflects an exciting wave of new social science thinking about human experience. The studies focus on the lives of students, teachers, parents, and communities, and bring forward experiences seldom discussed in the literature. JoAnn Phillion, Ming Fang He and F Michael Connelly are diverse and their inquiries are far ranging in terms of content, ethnic groups studied, geographic locations and other contexts. What distinguishes this book from other work in multicultural education is the emphasis on understanding experience and transforming this understanding into social and educational significance.
