Bøger af Peter Pericles Trifonas

This Handbook paints a portrait of what the international field of curriculum entails in theory, research and practice. It represents the field accurately and comprehensively by preserving the individual voices of curriculum theorist, researchers and practitioners in relation to the ideas, rules, and principles that have evolved out of the history of curriculum as theory, research and practice dealing with specific and general issues. Due to its approach to both specific and general curriculum issues, the chapters in this volume vary with respect to scope. Some engage the purposes and politics of schooling in general. Others focus on particular topics such as evaluation, the use of instructional objectives, or curriculum integration. They illustrate recurrent themes and historical antecedents and the curricular debates arising from and grounded in epistemological traditions. Furthermore, the issues raised in the handbook cut across a variety of subject areas and levels of educationand how curricular research and practice have developed over time. This includes the epistemological foundations of dominant ideas in the field around theory, research and practice that have led to marginalization based on race, class, gender, sexuality, ethnicity, age, religion, and ability. The book argues that basic curriculum issues extend well beyond schooling to include the concerns of anyone interested in how people come to acquire the knowledge, skills, and values that they do in relation to subjectivity and experience.

The research comprising this book was originally undertaken in the early 1990s before the notion of multimodality. Rather than reconstitute well-worn analytical approaches to the picture book, it was and still is necessary to step back from traditional paradigms and take another vantage point that in itself would "fuse" the sometimes disparate pedagogical, literary, and aesthetic aspects of the genre. To explain the levels of semiotic interaction both within the lexical and visual narrative texts of the picture book and between the picture book and the reader/viewer. How does the narrative textual form of the picture book work, both lexically and visually, as a crossmedial semiotic system of signs and codes to create meaning? The textual form of the picture book, as in any literary or visual artistic work, functions to enable the reader or viewer to create meaning. In order to understand how meaning is created through the unique crossmedial narrative form of the picture book, it is essential to identify the basic lexical and visual textual components in the picture book to create a structural basis for the semiotic analysis of their interaction within the medium in the presence of a reading/viewing consciousness which actualizes textual hermeneutic potential. An explanation of the relationship between the reader and the text is concomitant to isolating the structural aspects of textual form that function as a vehicle to facilitate the reader/viewer with visual cues upon which to furnish cognitive, affective and aesthetic hypotheses, thereby allowing the researcher to analyze in semiotic terms the cognitive, affective and aesthetic responses required or initiated during the reading/viewing process as a crossmedial meaning-making activity.

Reflects upon the possibilities of a 'curriculum of difference' in relation to questions of language, culture and media.

A treatise on Jacques Derrida's "educational texts" - those writings concerned with the ethics and politics of the historico-philosophical structures constituting the scene of teaching. It addresses the importance of deconstruction as a means of analyzing pedagogical institutions and structures.