The Curriculum Studies Reader

Product Description
In this sixth edition of David J. Flinders and Stephen J. Thornton’s ground-breaking anthology, the editors assemble the best in past and present curriculum studies scholarship. From John Dewey’s nineteenth-century creed to Nel Noddings’ provocative call to revive the spirit of the liberal arts, this thoughtful combination of well-recognized and pivotal work provides a complete survey of the discipline, coupled with concrete examples of innovative curriculum and an examination of current topics. New to this edition is a dynamic set of contemporary and historical contributions tackling issues such as high-stakes testing, multicultural literacy, white supremacy in the curriculum, and climate change.
Carefully balanced to engage with the history of curriculum studies while simultaneously looking ahead to its future, The Curriculum Studies Reader continues to be the most authoritative collection in the field.
Review
"This Reader is a beginning to study, not an ending. It invites readers to think carefully and, then, to join with colleagues in the construction of decisions about real curriculum questions in real schools for real students."
―O. L. Davis, Jr., Catherine Mae Parker Centennial Professor of Curriculum and Instruction, The University of Texas at Austin
"…will be of interest to all who want to know why we teach what we teach in schools."
―Harvard Educational Review
"The Curriculum Studies Reader (2017), edited by David J. Flinders and Stephen J. Thornton, provides a suitable introductory text through primary readings of theorists such as John Dewey, Maria Montessori, and W. James Popham, among others. The editors do well in the first half of the book in grouping contrasting arguments that provide context for understanding divergent ideologies of curriculum theory."
―David L. Acevedo, Educational Review
About the Author
David J. Flinders, Professor Emeritus of Curriculum Studies at Indiana University, Bloomington, received his PhD from Stanford University in 1987. His professional interests focus on curriculum theory, the cultural ecology of schooling, and qualitative research methods.
Stephen J. Thornton, Professor in the Department of Curriculum, Instruction, and Learning at the University of South Florida, graduated with his PhD from Stanford University in 1985. His work focuses on curriculum change and social studies education.