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Essay Reviews

Journeys of Expansion and Synopsis: Tensions in Books That Shaped Curriculum Inquiry, 1968–Present

Pages 17-94 | Published online: 07 Jan 2015

References

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  • Alberty, H., & Alberty, E. (1962/1969). Reorganizing the high school curriculum. New York: Macmillan.
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  • Bode, B. H. (1927). Modern educational theories. New York: Macmillan.
  • Bode, B. H. (1938). Progressive education at the crossroads. New York: Newson.
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  • Broudy, H. S., Smith, B. O., & Burnett, J. (1964). Democracy and excellence in American secondary education: A study in curriculum theory. Chicago: Rand McNally.
  • Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press.
  • Callejo-Perez, D. M., Fain, S. M., & Slater, J. J. (Eds.). (2004). Pedagogy of place: Seeing space as cultural education. New York: Peter Lang.
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  • Chomsky, N. (2003). Hegemony or survival: America's quest for global dominance. New York: Metropolitan Books.
  • Chomsky, N. (2005). Imperial ambitions. New York: Metropolitan Books.
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  • Coles, R. (1989). The call of stories: Teaching and the moral imagination. Boston: Houghton Mifflin.
  • Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners. New York: Teachers College Press.
  • Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Education Researcher, 19(5), 2–14.
  • Connelly, F. M., He, M. F., & Phillion, J. A. (2008). Handbook of curriculum and instruction. Thousand Oaks, CA: Sage.
  • Corey, S. M. (1953). Action research to improve school practices. New York: Bureau of Publications, Teachers College, Columbia University.
  • Counts, G. S. (1932). Dare the school build a new social order? New York: John Day.
  • Craig, C., & Ross, V. (2008). Cultivating the image of teachers as curriculum makers. In F.M. Connelly, M. F. He, & J. Phillion (Eds.), Handbook of curriculum and instruction (pp. 282–305). Thousand Oaks, CA: Sage.
  • Cremin, L. (1961). The transformation of the school. New York: Knopf.
  • Cremin, L. (1976). Public education. New York: Basic Books.
  • Cremin, L. (1980). The American education: The national experience, 1783–1876. New York: Harper.
  • Cremin, L. (1988). The American education: The metropolitan experience, 1876–1980. New York: Harper.
  • Davis, O. L. (Ed.). (1976). Perspectives on curriculum development: 1776–1976. Washington, DC: Association for Supervision and Curriculum Development.
  • Davis, O.L., Jr. (1991). Historical inquiry: Telling real stories. In E. C. Short (Ed.), Forms of curriculum inquiry (pp. 77–78). Albany: State University of New York Press.
  • Dennison, G. (1969). Lives of children. New York: Random House.
  • Dewey, J. (1887). Psychology. New York: Harper & Brothers.
  • Dewey, J. (1899, revised 1915). The school and society. Chicago: University of Chicago Press.
  • Dewey, J. (1902a). The child and the curriculum. Chicago: University of Chicago Press.
  • Dewey, J. (1902b). The educational situation. Chicago: University of Chicago Press.
  • Dewey, J. (1916). Democracy and education. New York: Macmillan.
  • Dewey, J. (1920/1948). Reconstruction in philosophy. Boston: Beacon Press.
  • Dewey, J. (1922). Human nature and conduct. New York: Henry Holt.
  • Dewey, J. (1927). The public and its problems. New York: Henry Holt.
  • Dewey, J. (1929a). Experience and nature. New York: Norton.
  • Dewey, J. (1929b). The sources of a science of education. New York: Liveright.
  • Dewey, J. (1929c). Quest for certainty. New York: Minton, Balch.
  • Dewey, J. (1931). The way out of educational confusion. Cambridge, MA: Harvard University Press.
  • Dewey, J. (1933, April 23). Dewey outlines utopian schools. New York Times, p. E7.
  • Dewey, J. (1934). Art as experience. New York: Penguin.
  • Dewey, J. (1938). Experience and education. New York: Macmillan.
  • Dewey, J., & Bentley, A. F. (1949). Knowing and the known. Boston: Beacon.
  • Dewey, J., & Dewey, E. (1915). Schools of tomorrow. New York: Dutton.
  • Doll, M. A. (2000). Like letters in running water: A mythopoetics of curriculum. Mahwah, NJ: Erlbaum.
  • Doll, R. C. (1964). Curriculum improvement: Decision making and process. Boston: Allyn & Bacon.
  • Doll, W. E., Jr. (1993). A post-modern perspective on curriculum. New York: Teachers College Press.
  • Doll, W. E., Jr., & Gough, N. (Eds.). (2002). Curriculum visions. New York: Peter Lang.
  • Donmoyer, R., & Kos, R. (Eds.). (1993). At-risk students: Portraits, programs, policies, and practices. Albany: State University of New York Press.
  • DuBois, W. E. B. (1903). The souls of Black folk. New York: Signet.
  • Edgerton, S. H. (1996). Translating the curriculum: Multiculturalism into cultural studies. New York: Routledge.
  • Egan, K. (1997). The educated mind. Chicago: University of Chicago Press.
  • Eisner, E. W. (1969). Instructional and expressive objectives: Their formation and use in curriculum. In W. J. Popham (Ed.), AERA monograph on curriculum evaluation: Instructional objectives (pp.1–18). Chicago: Rand McNally.
  • Eisner, E. W. (1979/1985/1994). The educational imagination: On the design and evaluation of educational programs. New York: Macmillan.
  • Eisner, E. W. (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. New York: Macmillan.
  • Eisner, E. W. (1994). Cognition and curriculum reconsidered (2nd ed.). New York: Teachers College Press.
  • Eisner, E. W. (1998). The kind of schools we need. Portsmouth, NH: Heinemann.
  • Eisner, E. W., & Vallance, E. (Eds.). (1974). Conflicting conceptions of curriculum. Berkeley, CA: McCutchan.
  • Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. London: Croom Helm.
  • Elson, R. (1964). Guardians of tradition: American schoolbooks of the nineteenth century. Lincoln: University of Nebraska Press.
  • Erickson, F., & Shultz, J. (1992). Students' experience of the curriculum. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 465–485). New York: Macmillan.
  • Erickson, F., Bagrodia, R., Cook-Sather, A., Espinoza, M., Jurow, S., Shultz, J., et al. (2008). Students experience of school curriculum: The everyday circumstances of granting and withholding assent to learn. In F. M. Connelly, M. F. He, & J. Phillion (Eds.), Handbook of curriculum and instruction (pp. 198–218). Thousand Oaks, CA: Sage.
  • Esteva, G., & Prakash, M. S. (1997). Grassroots postmodernism: Beyond human rights, the individual self, and the global economy. New York: Peter Lang.
  • Fantini, M., & Sinclair, R. (Eds.). (1985). Education in school and nonschool settings. 84th yearbook of the National Society for the Study of Education, Part I. Chicago: University of Chicago Press.
  • Faunce, R. C., & Bossing, N. L. (1951). Developing the core curriculum. New York: Prentice-Hall.
  • Flinders, D. J., & Thornton, S. J. (Eds.). (1997/2005/2009). The curriculum studies reader. New York: Routledge.
  • Frankfurt, H. G. (2005). On bullshit. Princeton, NJ: Princeton University Press.
  • Franklin, B. M. (1986). Building the American community. London: Falmer.
  • Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
  • Freire, P. (2007). Daring to dream: Toward a pedagogy of the unfinished (Organized and presented by Ana Maria Araujo Freire; Alexandre K. Oliveira, Trans.). London and Bolder, CO: Paradigm.
  • Frymier, J. (1967, March). Around and around the curriculum bush, or in quest of curriculum theory. Paper presented at the Annual Meeting of Professors of Curriculum, Dallas, TX.
  • Gatto, J. T. (1992). Dumbing us down: The hidden curriculum of compulsory schooling. Philadelphia: New Society Publishers.
  • Gatto, J. (2001). The underground history of American education. New York: Oxford Village Press.
  • Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York: Teachers College Press.
  • Gaztambide-Fernández, R., & Thiessen, D. (Eds.). (2009). Curriculum Inquiry, 39(1).
  • Getzels, J., & Guba, E. (1957). Social behavior and the administrative process. School Review, 65, 423–444.
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  • Giroux, H. A. (2000). Stealing innocence: Corporate culture's war on children. New York: Palgrave.
  • Giroux, H. A. (2004). The terror of neoliberalism. Aurora, ON: Garamond Press.
  • Giroux, H. A., & Purpel, D. (Eds.). (1983). The hidden curriculum and moral education. Berkeley, CA: McCutchan.
  • Goodlad, J. I. (1984). A place called school. Hightstown, NJ: McGraw-Hill.
  • Goodlad, J. I., & Associates. (1979). Curriculum inquiry. New York: McGraw-Hill.
  • Goodson, I. (1983). School subjects and curriculum change. London: Croom Helm.
  • Goodson, I. (1988). The making of curriculum. London: Falmer.
  • Goodson, I., & Hargreaves, A. (Eds.). (1996). Teachers professional lives. London: Falmer.
  • Goodson, I., & Walker, R. (1990). Biography, identity, and schooling: Episodes in educational research. New York: Falmer.
  • Grande, S. (2004). Red pedagogy: Native American social and political thought. Lanham, MD: Rowman & Littlefield.
  • Greene, M. (1965). The public school and the private vision. New York: Random House.
  • Greene, M. (1967). Existential encounters for teachers. New York: Random House.
  • Greene, M. (1973). Teacher as stranger. New York: Wadsworth.
  • Greene, M. (1978). Landscapes of learning. New York: Teachers College Press.
  • Greene, M. (1988). The dialectic of freedom. New York: Teachers College Press.
  • Greene, M. (1995). Releasing the imagination. San Francisco: Jossey-Bass.
  • Grumet, M. R. (1980). Autobiography and reconceptualization. Journal of Curriculum Theorizing, 2(2), 155–158.
  • Grumet, M. (1988). Bitter milk: Women and teaching. Amherst: University of Massachusetts Press.
  • Grundy, S. (1987). Curriculum: Product or praxis. London: Falmer.
  • Gwynn, J. M. (1943). Curriculum principles and social trends. New York: Macmillan.
  • Haggerson, N. (2000). Expanding curriculum research and understanding: A mythopoetic perspective. New York: Peter Lang.
  • Hancock, M. (1999). Exclusions and awakenings: The life of Maxine Greene [Motion picture]. (Available from Hancock Productions, 505 West End Avenue, New York, NY, 10024)
  • Hanna, T. (1958). The thought and art of Albert Camus. Chicago: Henry Regnery, Gateway Edition.
  • Hansen, D. T. (2001). Exploring the moral heart of teaching. New York: Teachers College Press.
  • Hansen, D. T. (Ed.). (2007). Ethical visions of education: Philosophies in practice. New York: Teachers College Press in association with the Boston Research Center for the 21st Century.
  • Harper, R. (1955). Significance of existence and recognition. In N. B. Henry (Ed.), Modern philosophies of education. Fifty-fourth yearbook (Part I) of the National Society for the Study of Education (pp. 215–253). Chicago: University of Chicago Press.
  • Harris, S. J. (1965). Dynamic tension. Lecture at Manchester College, North Manchester, IN.
  • He, M. F. (2003). A river forever flowing: Cross-cultural lives and identities in the multicultural landscape. Greenwich, CT: Information Age Publishing.
  • He, M. F. (2010, in press).Exile pedagogy: Teaching in-between. In J. A. Sandlin, B. D. Schultz, & J. Burdick (Eds.), Handbook of public pedagogy: Education and learning beyond schooling (pp. 469–482) New York: Routledge.
  • He, M. F., & Phillion, J. (Eds.). (2008). Personal~passionate~participatory inquiry into social justice in education. Charlotte, NC: Information Age Publishing.
  • He, M. F., Phillion, J., Chan, E., & Xu, S. (2008). Immigrant students' experience of curriculum. In F. M. Connelly, M. F. He, & J. Phillion (Eds.), Handbook of curriculum and instruction (pp. 219–239). Thousand Oaks, CA: Sage.
  • Henderson, J. G., & Kesson, K. (2004). Curriculum wisdom. Columbus, OH: Prentice Hall.
  • Herrick, V. E. (1956). The elementary school. Englewood Cliffs, NJ: Prentice-Hall.
  • Herrick, V. E., & Tyler, R. W. (Eds.). (1950). Toward improved curriculum theory. Chicago: University of Chicago Press.
  • Hlebowitsh, P. S. (1993). Radical curriculum theory reconsidered. New York: Teachers College Press.
  • Hlebowitsh, P. S. (2005). Designing the school curriculum. Boston: Pearson/Allyn & Bacon.
  • Holt, J. (1964). How children fail. New York: Delta.
  • Holt, J. (1981). Teach your own: A hopeful path for education. New York: Delta Seymour/Lawrence.
  • Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
  • Hopkins, L. T. (1929). Curriculum principles and practices. New York: Benjamin H. Sandborn.
  • Hopkins, L. T. (Ed.). (1937). Integration, its meaning and application. New York: Appleton-Century.
  • Hopkins, L. T. (1954). The emerging self in school and home. New York: Harper & Brothers.
  • Huber-Warring, T. (Vol. Ed.). (2010, in press). Storied inquiries in international landscapes: An anthology of educational research. Charlotte, NC: Information Age Publishing.
  • Huebner, D. (1966). Curricular language and classroom meanings. In J. Macdonald & R. Leeper (Eds.), Language and meaning (pp. 8–26). Washington, DC: Association for Supervision and Curriculum Development.
  • Husen, T., & Postlethwaite, N. (1994). The international encyclopedia of education. Oxford, UK: Pergamon Press.
  • Illich, I. (1970). Deschooling society. New York: Harper & Row.
  • Jackson, P. W. (1968). Life in classrooms. New York: Holt, Reinhart, & Winston.
  • Jackson, P. W. (1992a). Conceptions of curriculum and curriculum specialists. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 3–40). New York: Macmillan.
  • Jackson, P. W. (Ed.). (1992b). Handbook of research on curriculum. New York: Macmillan.
  • Jackson, P. W. (1998). John Dewey and the lessons of art. New Haven, CT: Yale University Press.
  • Jackson, P. W., Boostrom, R. E., & Hansen, D. T. (1993). The moral life of schools. San Francisco: Jossey-Bass.
  • James, W. (1890). Principles of psychology. New York: Holt.
  • James, W. (1899). Talks to teachers on psychology and to students on some of life's ideals. New York: Norton.
  • Jardine, D., Friesen, S., & Clifford, P. (2006). Curriculum in abundance. Mahwah, NJ: Erlbaum.
  • Khalidi, R. (2004). Resurrecting empire. Boston: Beacon.
  • Kilpatrick, W. H. (1926). Foundations of method. New York: Macmillan.
  • Kincheloe, J. L., & Steinberg, S. R. (Eds.). (1995). Thirteen questions: Reframing education's conversation. New York: Peter Lang.
  • Kincheloe, J. L., & Steinberg, S. R. (Eds.). (2004). The miseducation of the West. New York: Greenwood.
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  • Kliebard, H. M. (1986/1993/2004). The struggle for the American curriculum: 1893–1958. New York: Routledge.
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  • Knowles, J. G., & Cole, A. L. (Eds.). (2008). Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues. Thousand Oaks, CA: Sage.
  • Kohl, H. (1968). 36 children. New York: Signet.
  • Kohl, H. (1998). The discipline of hope: Learning from a lifetime of teaching. New York: Simon & Schuster.
  • Kohlberg, L., & Mayer, R. (1972). Development as the aim of education. Harvard Educational Review, 42(4), 449–496.
  • Kozol, J. (1967). Death at an early age. Boston: Houghton Mifflin.
  • Kozol, J. (2005). The shame of the nation. New York: Crown.
  • Krall, F. (1994). Ecotone: Wayfaring on the margins. Albany: State University of New York Press.
  • Kridel, C. (Ed.). (1989). Curriculum history. Lanham, MD: University Press of America.
  • Kridel, C. (Ed.). (1998). Writing educational biography: Explorations in qualitative research. New York: Routledge.
  • Kridel, C. (1999). The Bergamo Conferences, 1973–1997: Reconceptualization and the curriculum theory conferences. In W. F. Pinar (Ed.), Contemporary curriculum discourses (pp. 509–526). New York: Peter Lang.
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  • Kridel, C., & Bullough, R. V., Jr., (2007). Stories of the Eight Year Study and rethinking schooling in America. Albany: State University of New York Press.
  • Kridel, C., Bullough, R. V., Jr., & Shaker, P. (Eds.). (1996). Teachers and mentors: Profiles of distinguished twentieth-century professors of education. Hamden, CT: Garland.
  • Krug, E. A. (1950). Curriculum planning. New York: Harper & Brothers.
  • Krug, E. A. (1964). The shaping of the American high school. New York: Harper.
  • Kuhn, T. (1962/1970). The structure of scientific revolutions. Chicago: University of Chicago Press.
  • Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
  • Lather, P. (1991). Getting smart. New York: Routledge.
  • Lather, P. (2007). Getting lost: Feminist efforts toward a double(d) science. Albany: State University of New York Press.
  • Lawrence-Lightfoot, S., & Davis, J. D. (1997). The art and science of portraiture. San Francisco: Jossey-Bass.
  • Lee, J. C. K. (2002). Curriculum, teaching and school reforms: Educational development in the new century. Hong Kong: Chinese University Press.
  • Lee, J. C. K., & Wong, H. W. (1996). Curriculum: Paradigms, perspectives and design (2nd ed.). Hong Kong: Chinese University Press; Taiwan: Ng Nam Press.
  • Lewy, A. (Ed.). (1991). The international encyclopedia of curriculum. London: Pergamon.
  • Lightfoot, S. L. (1983). The good high school. New York: Basic Books.
  • Lipman, P. (2004). High stakes education: Inequality, globalization, and urban school reform. New York: Routledge Falmer.
  • Lopez-Schubert, A. L. (1991). Wondrous possibilities: On the value of an artful setting in childhood. In G. Willis & W. H. Schubert (Eds.), Reflections from the heart of educational inquiry: Understanding curriculum and teaching through the arts (pp. 153–160). Albany: State University of New York Press.
  • Macdonald, J. B. (1974). A transcendental developmental ideology of education. In W. F. Pinar (Ed.), Heightened consciousness, cultural revolution, and curriculum theory (pp. 85–116). Berkeley, CA: McCutchan.
  • Macdonald, J. B., & Leeper, R. R. (Eds.). (1966). Language and meaning. Washington, DC: Association for Supervision and Curriculum Development.
  • Macdonald, J. B., & Zaret, E. (Eds.). (1975). Schools in search of meaning. Washington, DC: Association for Supervision and Curriculum Development.
  • Macdonald, J. B., Wolfson, B., & Zaret, E. (1973). Reschooling society. Washington, DC: Association for Supervision and Curriculum Development.
  • Macedo, D., & Steinberg, S. R. (Eds.). (2007). Media literacy: A reader. New York: Peter Lang.
  • Malewski, E. (Ed.). (2010). Curriculum studies handbook: The next moment. New York: Routledge.
  • Marsh, C. (2004). Key concepts for understanding curriculum. London: Routledge.
  • Marsh, C., & Willis, G. (2007). Curriculum: Alternative approaches: Ongoing issues. Columbus, OH: Pearson.
  • Marshall, J. D., Sears, J. T., Allen, L., Roberts, P., & Schubert, W. H. (2007). Turning points in curriculum: A contemporary curriculum memoir (2nd ed.). Columbus, OH: Prentice Hall.
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