Thinking about and Enacting Curriculum in "Frames of War" - Critical Education Policy and Politics (Hardback)
  • Thinking about and Enacting Curriculum in "Frames of War" - Critical Education Policy and Politics (Hardback)
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Thinking about and Enacting Curriculum in "Frames of War" - Critical Education Policy and Politics (Hardback)

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£65.00
Hardback 174 Pages / Published: 10/11/2011
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Rahat Naqvi and Hans Smits' edited collection, Thinking about and Enacting Curriculum in "Frames of War" is centered on the theme of how the current global order creates precarious conditions for human life. The contributors respond to the challenges Judith Butler posed about the fragility of life and questions about how we apprehend, and take up ethically, our responsibilities for those who are considered "Other." The overarching objective of the book is the meaning of a call to ethics, and how discussion of framing and frames is a provocation to think about our responsibilities as curriculum scholars and practitioners.

Publisher: Lexington Books
ISBN: 9780739166451
Number of pages: 174
Weight: 426 g
Dimensions: 239 x 162 x 18 mm


MEDIA REVIEWS
Reframing the curricular challenge educators face after a decade of war, the contributors to this remarkable collection testify to the ethical demands of our time, our place, and our profession. What does it mean for us to teach now, in a time laced by hate, suffering, and trauma but professionally determined to find a very different future? Each of these essays provides provocative paths, theoretical and practical, to that future. In this resounding collection we hear once again the sound of silence breaking, supporting us to rearticulate our pedagogical convictions in this time of terrorism, reframing curriculum as committed to intercultural understanding and global justice. -- William F. Pinar, University of British Columbia
Famously, Greek dramatist Aeschylus remarked that "in war, the first casualty is truth." In this fine, original and timely collection, Rahat Naqvi and Hans Smits have provided a valuable forum in which curriculum scholars can `speak truth to power' in the post-911 era and explore ways to understand and challenge how curriculum is enframed and enacted in contemporary classrooms. -- George Richardson, University of Alberta

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