Author Description

Reconceptualizing Curriculum Development Provides Accessible, Clear Guidance On Curriculum Problem Solving And Educational Leadership Through The Practice Of A Synoptic Curriculum Study. This Practice Integrates Three Influential Interpretations Of Curriculum--curriculum As Deliberative Artistry, Curriculum As Complicated Conversation, And Curriculum As Currere--with John Dewey's Lifetime Work On Reflective Inquiry. At Its Heart, The Book Advances A Way Of Studying As A Way Of Living With Reference To The Question: How Might I Live As A Democratic Educator? The Study Guidance Is Organized As An Open-ended Scaffolding Of Three Embedded Reflective Inquiries Informed By Four Deliberative Conversations. Study Recommendations Are Provided By A Carefully Selected Team. The Field-tested Study-based Approach Is Illustrated Through A Multi-layered, Multi-voiced Narrative Collage Of Four Experienced Teachers' Personal Journeys Of Understanding In A Collegial Study Context. Applying William Pinar's Argument That A Conceptual Montage Enabling Teachers To Lead Complicated Conversations Should Be The Focus For Curriculum Development In The Field's Current 'post-reconceptualist' Moment, The Book Moves Forward The Educational Aim Of Facilitating A Holistic Subject/self/social Understanding Through The Practice Of A Balanced Hermeneutics Of Suspicion And Trust. It Closes With A Discussion Of Cross-cultural Collaboration And Advocacy, Reflecting The Interest Of Curriculum Scholars In A Wide Range Of Countries In This Study-based, Lead-learning Approach To Curriculum Development-- Pt. 1. Lead-learning Invitations / James G. Henderson -- Pt. 2. Collegial Stories And Commentary / James G. Henderson. [edited By] James G. Henderson And Colleagues.