Includes bibliographical references (p. -214) and index.
Chapter 1. Independence Chapter 2. Body of the Father and the Race of the Son Chapter 3 Cultures of Torture:A Few Bad Apples in Abu Ghraib Chapter 4. "More than a Pungent and Corrosive School Story" Chapter 5. Bildung and the Internationalization of Curriculum Studies Chapter 6. Religion, Love, and Democracy in Laura Bragg's Boxes Chapter 7. Punk'd: A Gender History of School Deform Chapter 8. Curriculum Leadership Then and Now Chapter 9. Misunderstanding Curriculum as Institutionalized Text: The Eight-Year Study Chapter 10. Exile and Estrangement in the Internationalization of Curriculum Studies Chapter 11. A Bridge between Chinese and North American Curriculum Studies Chapter 12. An Uncommon Countenance: On Canadian Curriculum History Chapter 13. The Subjective Violence of Decolonization Chapter 14. The Agony and Ecstasy of the Particular: Autobiography and Identity Politics Chapter 15. The Worldliness of Curriculum Studies.
(source: Nielsen Book Data)
Pinar positions himself against three pressing problems of the profession: the crime of collectivism that identity politics commits, the devaluation of academic knowledge by the programmatic preoccupations of teacher education, and the effacement of educational experience by standardized testing. A cosmopolitan curriculum, Pinar argues, juxtaposes the abstract and the concrete, the collective and the individual: history and biography, politics and art, public service and private passion. Such a curriculum provides passages between the subjective and the social, and in so doing, engenders that worldliness a cosmopolitan education invites. Such worldliness is vividly discernible in the lives of three heroic individuals: Jane Addams (1860-1935), Laura Bragg (1881-1978), and Pier Paolo Pasolini (1922-1975). What these disparate individuals demonstrate is the centrality of subjectivity in the cultivation of cosmopolitanism. Subjectivity takes form in the world, and the world is itself reconstructed by subjectivity's engagement with it. In this intriguing, thought-provoking, and nuanced work, Pinar outlines a cosmopolitan curriculum focused on passionate lives in public service, providing one set of answers to how the field accepts and attends to the inextricably interwoven relations among intellectual rigor, scholarly erudition, and intense but variegated engagement with the world. (source: Nielsen Book Data)