Overview

"Teachers and prospective teachers read children's books, but that reading is often done as a ""teacher"" – that is, as planning for instruction – rather than as a ""reader"" engaged with the text. Children’s Books for Grown-Up Teachers models the kind of thinking about teaching and learning – the sort of curriculum theorizing – accomplished through teachers’ interactions with the everyday materials of teaching. It starts with children’s books, branches out into other youth culture texts, and subsequently to thinking about everyday life itself. Texts of curriculum theory describe infrastructures that support the crafts of inquiry and learning, and introduce a new vocabulary of poaching, weirding, dark matter, and jazz. At the heart of this book is a method of reading; Each reader pulls idiosyncratic concepts from children’s books and from everyday life. Weaving these concepts into a discourse of curriculum theory is what makes the difference between ""going through the motions of teaching"" and ""designing educational experiences. This book was awarded the 2009 AERA Division B (Curriculum Studies) Outstanding Book Award."

Full Product Details

Author:   Peter Appelbaum (Arcadia University, USA)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.20cm , Height: 1.50cm , Length: 22.90cm
Weight:   0.385kg
ISBN:  

9780415964838

ISBN 10:   0415964830
Pages:   288
Publication Date:   20 December 2007
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Postgraduate, Research & Scholarly
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Table of Contents Preface Chapter 1 Introduction: Weirding and Poaching Chapter 2 Poaching Chapter 3 Weirding Chapter 4 Vision Stinks Chapter 5 Feed Chapter 6 Harry Potter’s World Chapter 7 Cyborg Selves Chapter 8 Dark Matter and All that Jazz Chapter 9 My Teacher is an Alien Chapter 10 Criteria and Ways of Working, with Leif Gustavson Chapter 11 Afterword: Zoom Re-zoom Bibliography

Reviews

Appelbaum's thinking is at the leading edge (perhaps several leading edges) of curriculum inquiry internationally. --Noel Gough, LaTrobe University, Australia Peter Appelbaum has written an enormously erudite and important book about learning and teaching. Weaving together theories of curriculum, popular culture, literary engagement and pedagogy, he insightfully shows how deep insight emerges from the detours of teaching, and that the teacher's task is not to specify curriculum but, rather, to occasion learning. This book is an intellectual tour de force that will be of great interest to both beginning and experienced teachers. --Dennis Sumara, University of British Columbia, Canada

Author Information

Peter Appelbaum

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