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Critical Curriculum Studies


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Table of Contents

Series Introduction by Michael W. Apple

  1. Introduction: Contradiction in Curriculum Studies
  2. With and Within the World: Developing a Dialectical Conception of Consciousness
  3. Epistemology and Educational Experience: Curriculum, the Accessibility of Knowledge, and Complex Environmental Design
  4. Developing Curricular Standpoint: Strong Objectivity and the Politics of School Knowledge
  5. Curriculum of the Oppressed: Curricular Standpoint in Practice
  6. Conclusion: Critical Consciousness, Relative Autonomy, and the Curriculum

About the Author

Wayne Au is an Assistant Professor in the Education Program at the University of Washington, Bothell Campus and is an editor for the social justice education magazine, Rethinking Schools.


"Wayne Au brilliantly advances a theoretical framework for curriculum as liberation. Weaving together robust conceptions of consciousness, curriculum, learning, standpoint, and power, Au deepens how we think about curriculum, and brings into sharp focus the theoretical basis of real-life examples of counter-hegemonic multicultural curriculum." --Christine E. Sleeter, Professor Emerita, College of Professional Studies, California State University, Monterey Bay "If Wayne Au wanted to 'revitalize' curriculum studies---it worked! Articulating the complex simply, this unique and insightful contribution successfully explains the electric relationship between what we learn and what we do. This is a must read for those interested in knowledge and possibility." --William H. Watkins, Professor, College of Education, University of Illinois at Chicago "At a moment of crisis in the field, Critical Curriculum Studies decisively intervenes, proposing a return to a critical commitment firmly grounded in theory and yet crucially oriented to practice. Powerfully addressing fundamental questions regarding the relationship between educational knowledge and material reality, this impressive book renews the critical tradition and urgently enlivens the senses of praxis that can transform teaching and learning in the present." --Noah De Lissovoy, Assistant Professor of Curriculum Studies, University of Texas at Austin

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