
Anti-Authoritarian Curriculum Practice
Description
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Anti-Authoritarian Curriculum Practice is for teachers exasperated by contemporary education's politicized conditions. Instead of identifying specific authoritarian figures or ideologies, this book critiques authoritarian practices-actions that undermine accountability for how power is exercised. It advocates for anti-authoritarian curriculum practices, emphasizing the intellectual and moral responsibilities of professional curricular decision-making. Appreciating that significant decisions are made at school, district, and policy levels without teachers' meaningful involvement, the authors utilize practical curriculum theorizing to examine commonly overlooked elements of curriculum practice, emphasizing teachers' direct roles in shaping what is experienced in their classrooms. Readers are introduced to the HI-STAR process, a three-part framework that invites educators to holistically imagine curricular visions (HI), engage in study and teaching activities (ST), and assess student outcomes while reflecting on their practices (AR).
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Persons
Dr. Jennifer Schneider is an assistant professor of Curriculum Studies at Oklahoma State University (OSU) who is deeply influenced by a background studying and teaching in the arts and humanities. Her dissertation was awarded the American Association for Curriculum and Teaching's (AATC's) 2020 John Laska Dissertation Award. Challenging the longstanding dehumanizing heritage present in curriculum and teaching while working towards regenerative possibilities. Her scholarly and creativ
Content
Chapter 1: Introduction
Section 1: Foundations of Curriculum Practice
Chapter 2: Engaging in Curriculum Work
Chapter 3: (Il)liberal, democratic, and authoritarian practices
Section 2: The HI-STAR Process
Chapter 4: Holistically Imagining Anti-Authoritarian Curriculum Practices
Chapter 5: Study, Teaching, Assessment, and Reflection (STAR)
Section 3: HI-STAR as an Intergenerational Conversation
Chapter 6: A Curriculum Legacy
Chapter 7: Building on and Extending a Curriculum Legacy
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