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Book Reviews

Strains and Sensibilities: Art and Romanticism in Educational Research

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Pages 367-388 | Published online: 12 Jan 2015

References

  • Abrams, M. H. 1953. The mirror and the lamp: Romantic theory and the critical tradition. London: Oxford University Press.
  • Bakhtin, M. 1981. The dialogic imagination, C. Emerson and M. Holquist, trans. Austin, TX: University of Texas Press.
  • Bloomer, J. 1993. Architecture and the text: The scrypts ofJoyce and Piranesi. New Haven, CT: Yale University Press.
  • Bogdan, D. 1992. Re-educating the imagination: Toward a poetics, politics, and pedagogy of literary engagement. Portsmouth: Heinemann.
  • Bowra, C. M. 1961. The Romantic imagination. London: Oxford University Press.
  • de Lauretis, T. 1987. Technologies of gender: Essays on theory, film, and fiction. Bloomington, IN: University Press.
  • Gabbard, D. A., and G. Wilentz. 2000. Deconstructing Conrack, reconstructing the Gullah: Breaking the silence of indifference. Journal of Curriculum Theorizing 16(1): 151-71.
  • Jameson, F. 1986. The ideology of theory: Essays, 1971-1986. London: Oxford University Press.
  • Leonard, L. S. 1990. Witness to the fire: Creativity and the veil of addiction. Boston, MA: Shambhala.
  • Montefiore, J. 1987. Feminism and poetry: Language, experience, identity in women’s writing. London: Pandora.
  • Salvio, P. 1999. Reading beyond narratives of cure in curriculum studies: Introductory notes. Journal of Curriculum Theorizing 15(2): 185-88.
  • Zizek, S. 2000. The fragile absolute: Or why is the Christian legacy worth fighting for? London: Verso.

References

  • Campbell, J. 1991. The masks of God, vols. 1–4. Arkana: Penguin.
  • Clandinin, D. J., and F. M. Connelly. 1992. The teacher as curriculum maker. In Handbook of research on curriculum: A project of the American Educational Research Association, P. W. Jackson, ed. New York: Macmillan.
  • Dewey, J. 1934. Art as experience. New York: Capricorn Books.
  • Doll, W. 1993. A postmodernist perspective on curriculum. New York: Teachers College Press.
  • Eisner, E. 1996. Is the “art of teaching” a metaphor? In Changing research and practice; Teachers’ professionalism, identities, and knowledge, M. Kompf, W. Bond, D. Dworet, and R. Boak, eds. London: Falmer Press.
  • Eliade, M. 1987. The sacred and the profane. Orlando, FL: Harcourt Brace Jovanovich.
  • Greene, M. 1997. Releasing the imagination: Essays on education, the arts, and social change. San Francisco, CA: Jossey-Bass.
  • Hillman, J. 1981. A thought of the heart. Dallas, TX: Spring Publications.
  • Jackson, P. 1998. John Dewey and the lessons of art. New Haven, CT: Yale University Press.
  • Latour, B. 1993. We have never been modern. Cambridge, MA: Harvard University Press.
  • Lortie, D. C. 1975. Schoolteacher; a sociological study. Chicago, IL: University of Chicago Press.
  • Macdonald, J. B. 1981. Theory-practice, and the hermeneutic circle. Journal of Curriculum Theorizing 3(2): 130-38.
  • Peck, C. 1999. Art and the reconstruction of practice in teacher education. Presentation at the First Annual Thomas G. Haring Memorial Lecture. University of Washington, Seattle, WA, packevancouver.wsu.edu.
  • Reid, W. A. 1993. Does Schwab improve on Tyler: A response to Jackson. Journal of Curriculum Studies 23(6): 499-510.
  • Schwab, J. 1978. Science, curriculum, and liberal education. Chicago, IL: University of Chicago Press.
  • van Manen, M. 1994. Pedagogy, virtue, and narrative identity in teaching. Curriculum Inquiry 24(2): 135-70.

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