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Engendering Curriculum History.
How can curriculum history be re-envisioned from a feminist, poststructuralist perspective? Engendering Curriculum History disrupts dominant notions of history as linear, as inevitable progress, and as embedded in the individual. This conversation requires a history that seeks re-memberance not repr...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Hoboken :
Taylor & Francis,
2011.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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|---|---|---|---|
| 001 | EBOOKCENTRAL_ocn773564533 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr |n|---||||| | ||
| 008 | 120123s2011 xx o 000 0 eng d | ||
| 040 | |a EBLCP |b eng |e pn |c EBLCP |d OCLCQ |d UKDOC |d OCLCQ |d DEBSZ |d OCLCQ |d SGP |d OCLCF |d OCLCO |d OCLCQ |d OCLCO | ||
| 020 | |a 9781136881596 | ||
| 020 | |a 113688159X | ||
| 020 | |a 9780203839003 | ||
| 020 | |a 0203839005 | ||
| 029 | 1 | |a DEBSZ |b 430962606 | |
| 029 | 1 | |a AU@ |b 000066115931 | |
| 035 | |a (OCoLC)773564533 | ||
| 050 | 4 | |a LB1570.H455 2011 | |
| 082 | 0 | 4 | |a 375.0009 |a 375/.0009 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Hendry, Petra. | |
| 245 | 1 | 0 | |a Engendering Curriculum History. |
| 260 | |a Hoboken : |b Taylor & Francis, |c 2011. | ||
| 300 | |a 1 online resource (273 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 505 | 0 | |a Cover; Engendering curriculum history; Copyright; Contents; Preface; Acknowledgments; Introduction; 1. Engendering Curriculum History; 2. Imaging Curriculum; 3. Embodying Curriculum; 4. Decolonizing Curriculum; 5. Unsettling Curriculum; 6. Experiencing Curriculum; 7. The Future of the Past; Notes; References; Index. | |
| 520 | |a How can curriculum history be re-envisioned from a feminist, poststructuralist perspective? Engendering Curriculum History disrupts dominant notions of history as linear, as inevitable progress, and as embedded in the individual. This conversation requires a history that seeks re-memberance not representation, reflexivity not linearity, and responsibility not truth. Rejecting a compensatory approach to rewriting history, which leaves dominant historical categories and periodization intact, Hendry examines how the narrative structures of curriculum histories are implicated in the construction o. | ||
| 588 | 0 | |a Print version record. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Education |x Curricula |x History. | |
| 650 | 0 | |a Feminist theory. | |
| 650 | 4 | |a Education |x Curricula |x History. | |
| 650 | 4 | |a Feminist theory. | |
| 650 | 4 | |a Education. | |
| 650 | 6 | |a Programmes d'études |x Histoire. | |
| 650 | 6 | |a Théorie féministe. | |
| 650 | 7 | |a Education |x Curricula |2 fast | |
| 650 | 7 | |a Feminist theory |2 fast | |
| 655 | 7 | |a History |2 fast | |
| 776 | 0 | 8 | |i Print version: |a Hendry, Petra. |t Engendering Curriculum History. |d Hoboken : Taylor & Francis, ©2011 |z 9780415885669 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=672419 |z Texto completo |
| 938 | |a 123Library |b 123L |n 74990 | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL672419 | ||
| 994 | |a 92 |b IZTAP | ||