1st Edition
Children's Books for Grown-Up Teachers Reading and Writing Curriculum Theory
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.
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
Biography
Peter Appelbaum
"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
