An Ethic of Democratic, Curriculum-Based Teacher Leadership

References

• Apple, M. W. (2005). Education, markets, and an audit culture. Critical Quarterly, 47(1–2), 11–29. doi:10.1111/criq.2005.47.issue-1-2
   Web of Science ®Google Scholar
• Apple, M. W. (2006). Educating the “right” way: Markets, standards, God, and inequality (2nd ed.). New York, NY: Routledge.
   Google Scholar
• Apple, M. W. (2012). Foreword. In W. H. Watkins (Ed.), The assault on public education (pp. ix–xiv). New York, NY: Teachers College Press.
   Google Scholar
• Autio, T. (2006). Subjectivity, curriculum, and society. New York, NY: Routledge.
   Google Scholar
• Ayers, W. C. (2010). The standards fraud. In A. S. Canestrari & B. A. Marlowe (Eds.), Educational foundations: An anthology of critical readings (2nd ed., pp. 183–186). Los Angeles, CA: SAGE Publications. (Original work published 2000).
   Google Scholar
• Badiou, A. (2001). Ethics: An essay on the understanding of evil (P. Hallward, trans.). New York, NY: Verso.
   Google Scholar
• Ball, S. J. (2013). Foucault, power, and education. New York, NY: Routledge.
   Google Scholar
• Barth, R. S. (2008). Forward. In G. A. Donaldson (Ed.), How leaders learn: Cultivating capacities for school improvement (pp. ix–xi). New York, NY: Teachers College Press.
   Google Scholar
• Berry, B. Byrd, A. & Wieder, A. (2013). Teacherpreneurs: Innovative Teachers Who Lead But Don't Leave. San Francisco, CA: Jossy-Bass.
   Google Scholar
• Block, A. A. (2004). Talmud, curriculum, and the practical: Joseph Schwab and the rabbis. New York, NY: Peter Lang Publishing.
   Google Scholar
• Block, A. A. (2007). Pedagogy, religion, and practice: Reflections on ethics and teaching. New York, NY: Palgrave Macmillan.
   Google Scholar
• Blumenfeld-Jones, D. S. (2012). Curriculum and the aesthetic life: Hermeneutics, body, democracy and ethics in curriculum theory and practice. New York, NY: Peter Lang.
   Google Scholar
• Blumenfeld-Jones, D. S. (2014, October). Is curriculum studies a Protestant project? A Jew and Protestant walk into a bar… Presented at the Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, Ohio.
   Google Scholar
• Blumenfeld-Jones, D. S. (2016). The violence of words, words of violence: Keeping the uncomfortable at bay, a Jewish perspective. Journal of Curriculum Theorizing, 31(1), 4–12.
   Google Scholar
• Castner, D. J. (2015). Teaching for holistic understanding: Inspirational events in study and practice. In J. G. Henderson et al. (Eds.), Reconceptualizing curriculum development: Inspiring and informing action (pp. 35–54). New York, NY: Routledge.
   Google Scholar
• Cherryholmes, C. H. (1988). Power and criticism: Poststructural investigations in education. New York, NY: Teachers College Press.
   Google Scholar
• Christodoulou, N. (2010). Embodied curriculum. In C. Kridel (Ed.), Encyclopedia of curriculum studies (Vol. 1, pp. 331–332). Los Angeles, CA: SAGE Publications.
   Google Scholar
• den Heyer, K. (2015). An analysis of aims and the educational “event.” Canadian Journal of Education, 38(1), 1–27. doi:10.2307/canajeducrevucan.38.2.13
   Google Scholar
• Dewey, J. (1916). Democracy and education. New York, NY: Macmillan.
   Google Scholar
• Dewey, J. (1984). Individualism old and new. Amherst, NY: Prometheus Books. ( Original work published 1930)
   Google Scholar
• Dewey, J. (1989). Freedom and culture. Amherst, NY: Prometheus Books. (Original work published in 1939).
   Google Scholar
• Dewey, J. (2013a). My pedagogic creed. In D. J. Flinders, & S. J. Thornton (Eds.), The curriculum studies reader (4th, pp. 33–40). New York, NY: Routledge. (Original work published 1897)
   Google Scholar
• Dewey, J. (2013b). For the creation of a democratic society. In D. Tanner (Ed.), The sources of a science of education by John Dewey (pp. 83–84). New York, NY: Liveright. (Original work published 1952)
   Google Scholar
• Eisner, E. W. (1983). Educational objectives: Help or hindrance? American Journal of Education, 91(4), 549–560. ( Original work published in 1967). doi:10.1086/443718
   Web of Science ®Google Scholar
• Eisner, E. W. (1994). The educational imagination: On the design and evaluation of school programs (3rd ed.). New York, NY: Macmillian.
   Google Scholar
• Eisner, E. W. (2001). What does it mean to say a school is doing well? Phi Delta Kappan, 82(5), 367–372. doi:10.1177/003172170108200506
   Web of Science ®Google Scholar
• Fowler, L. G. (2006). A curriculum of difficulty: Narrative research in education and the practice of teaching. New York, NY: Peter Lang Publishing.
   Google Scholar
• Greene, M. (1998). Toward beginnings. In W. F. Pinar (Ed.), The passionate mind of Maxine Greene: “I am…not yet.” (pp. 256–257). London, UK: Falmer Press.
   Google Scholar
• Greene, M. (2010). Wide-awakeness. In C. Kridel (Ed.), Encyclopedia of curriculum studies (Vol. 2, pp. 944–945). Los Angeles, CA: Sage.
   Google Scholar
• Griest, J., Schneider, J. L., School, S., & Stagliano, K. (2015). Lead-learning stories: A narrative montage. In J. G. Henderson et al. (Ed.), Reconceptualizing curriculum development: Inspiring and informing action (pp. 139–168). New York, NY: Routledge.
   Google Scholar
• Hansen, D. T. (1995). The call to teach. New York, NY: Teachers College Press.
   Google Scholar
• Heifetz, R. A., Linsky, M., & Grashow, A. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Cambridge, MA: Harvard Business Press.
   Google Scholar
• Henderson, J. G. (2001). Deepening democratic curriculum work. Educational Researcher, 30(9), 18–21. doi:10.3102/0013189X030009018
   Google Scholar
• Henderson, J. G. (2015). Fourfold curriculum theorizing: Informing an ethical response to William Pinar’s second reconceptualizing challenge. Presentation at the Bergamo Conference on Curriculum Theory and Classroom Practice, Bergamo, Italy.
   Google Scholar
• Henderson, J. G., & Colleagues. (2015). Reconceptualizing curriculum development: Inspiring and information action. New York, NY: Routledge.
   Google Scholar
• Henderson, J. G., & Gornik, R. (2007). Transformative curriculum leadership (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
   Google Scholar
• Hendry, P. M. (2011). Engendering curriculum history. New York, NY: Routledge.
   Google Scholar
• Hlebowitsh, P. (2010). Curriculum development. In C. Kridel (Ed.), Encyclopedia of curriculum studies (Vol. 1, pp. 202–205). Los Angeles, CA: Sage.
   Google Scholar
• Holland, E. (2009). Nomad citizenship: Free-market communism and the slow motion general strike. Minneapolis, MN: University of Minnesota Press.
   Google Scholar
• Jagodzinski, J. (2015, October). Keynote: The arts at the end of the world; The challenge of non-representational thought for education—between the nonhuman and inhuman. Presented at the Bergamo Conference on Curriculum Theory and Classroom Practice, Bergamo, Italy.
   Google Scholar
• Johnson, M. (2002). Embodied knowledge. In D. Scott (Ed.), Curriculum studies: Major themes in education (Vol. 1, pp. 338–354). New York, NY: Routledge.
   Google Scholar
• Kegan & Lahey. (2009). Immunity to change: How to overcome it and unlock the potential in yourself and your organization (Leadership for the common good). Boston, MA: Harvard Business School Publishing.
   Google Scholar
• Kentucky Department of Education [KDE]. (2015, December). Kentucky teacher leadership framework. Frankfurt, KY. Retrieved from http://education.ky.gov/teachers/Documents/Kentucky%20Teacher%20Leadership%20Framework.pdf
   Google Scholar
• Kliebard, H. M. (1992). Forging the American curriculum: Essays in curriculum history and theory. New York, NY: Routledge.
   Google Scholar
• Macdonald, E., & Shirley, D. (2009). The mindful teacher. New York, NY: Teachers College Press.
   Google Scholar
• Macdonald, J. B. (1995). Theory as a prayerful act: The collected essays of James B. Macdonald (B. J. Macdonald, Ed.). New York, NY: Peter Lang.
   Google Scholar
• Miller, J. L. (1990). Creating spaces and finding voices: Teachers collaborating for empowerment. Albany, NY: State University of New York Press.
   Google Scholar
• Miller, J. L. (2005). Sounds of silence breaking: Women, autobiography, curriculum. New York, NY: Peter Lang.
   Google Scholar
• Noddings, N. (2007). Philosophy of education (2nd ed.). Boulder, CO: Westview Press.
   Google Scholar
• Noddings, N. (2013). Education and democracy in the 21st century. New York, NY: Teachers College Press.
   Google Scholar
• Null, W. (2011). Curriculum from theory to practice. Lanham, MA: Rowman & Littlefield.
   Google Scholar
• Nussbaum, M. C. (2010). Not for profit: Why democracy needs the humanities. Princeton, NJ: Princeton University Press.
   Google Scholar
• Nussbaum, M. C. (2011). Creating capabilities: The human development approach. Cambridge, MA: The Belknap Press.
   Google Scholar
• O’Loughlin, M. (2006). Embodiment and education: Exploring creatural existence. Dordrecht, The Netherlands: Springer.
   Google Scholar
• Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Pinar, W. F. (2004). What is curriculum theory? Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Pinar, W. F. (2012). What is curriculum theory? (2nd ed.). New York, NY: Routledge.
   Google Scholar
• Pinar, W. F. (2013). Curriculum studies in the United States: Present circumstances, intellectual histories. New York, NY: Palgrave Macmillan.
   Google Scholar
• Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. New York, NY: Peter Lang.
   Google Scholar
• Ranciere, J. (1991). The ignorant schoolmaster: Five lessons in intellectual emancipation. ( K. Ross, Trans.). Stanford, CA: Stanford University Press.
   Google Scholar
• Ryan, F. X. (2011). Seeing together: Mind, matter and the experimental outlook of John Dewey and Arthur F. Bentley. Great Barrington, MA: The American Institute for Economic Research.
   Google Scholar
• Schneider, J. L. (2015). Embodying holistic understanding: Democratic being in trying times. In J. G. Henderson et al. (Ed.), Reconceptualizing curriculum development: Inspiring and informing action (pp. 54–67). New York, NY: Routledge.
   Google Scholar
• Schwab, J. J. (1971). The practical: Arts of the eclectic. School Review, 79, 493–542. doi:10.1086/442998
   Web of Science ®Google Scholar
• Schwab, J. J. (2004). The practical: A language for curriculum. In D.J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (2nd ed., pp. 103–117). New York, NY: Routledge. (Original work published in 1969).
   Google Scholar
• Schwab, J. J. (2009). The practical: A language for curriculum. In D. J. Flinders & S. J. Thorton (Eds.), The curriculum studies reader (2nd ed., pp. 103–117). New York, NY: Routledge. (Original work published in 1969).
   Google Scholar
• Schwartz, B., & Sharpe, K. (2012). Practical wisdom: The right way to the right thing. New York, NY: Riverhead Books.
   Google Scholar
• Seidel, J., & Jardine, D. W. (2014). Ecological pedagogy, Buddhist pedagogy, hermeneutic pedagogy: Experiments in a curriculum of miracles. New York, NY: Peter Lang Publishing.
   Google Scholar
• Slattery. (1995). Curriculum development in the postmodern era. New York, NY: Garland Publishing.
   Google Scholar
• Smylie, M. A. (1995). New perspectives on teacher leadership. The Elementary School Journal, 96(1), 3–7. doi:10.1086/461811
   Web of Science ®Google Scholar
• Springgay, S., & Freedman, D. (Eds.). (2007). Curriculum and the culture of body. New York, NY: Peter Lang.
   Google Scholar
• Springgay, S., & Freedman, D. (2010). Sleeping with cake and other touchable encounters: Performing a bodied curriculum. In E. Malewski (Ed.), Curriculum studies handbook: The next moment (pp. 228–239). New York, NY: Routledge.
   Google Scholar
• Tanner, D., & Tanner, L. (2007). Curriculum development: Theory into practice (4th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
   Google Scholar
• Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago, IL: University of Chicago Press.
   Google Scholar
• Walker, D. F. & Soltis, J. F. (2009). Curriculum and aims (5th ed.). New York, NY: Teachers College Press.
   Google Scholar
• Wang, H. (2004). The call from the stranger on a journey home: Curriculum in a third space. New York, NY: Peter Lang Publishing.
   Google Scholar
• Westbury, I., & Wilkof, N. J. (Eds.). (1978). Joseph J. Schwab: Science, curriculum and liberal education; Selected essays. Chicago, IL: The University of Chicago Press.
   Google Scholar
• Ylimaki, R. M. (2011). Critical curriculum leadership: A framework for progressive education. New York, NY: Routledge.
   Google Scholar
• York-Barr, J., & Duke, K. (2004). What Do We Know About Teacher Leadership? Findings From Two Decades of Scholarship. Review of Educational Research, 74(3), 255–316.
   Web of Science ®Google Scholar