Children's Books for Grown-Up Teachers

Reading and Writing Curriculum Theory

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Preschool & Kindergarten
Cover of the book Children's Books for Grown-Up Teachers by Peter Appelbaum, Taylor and Francis
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Author: Peter Appelbaum ISBN: 9781351572101
Publisher: Taylor and Francis Publication: September 25, 2017
Imprint: Routledge Language: English
Author: Peter Appelbaum
ISBN: 9781351572101
Publisher: Taylor and Francis
Publication: September 25, 2017
Imprint: Routledge
Language: English

Teachers and prospective teachers read children's books, but that reading is often done as a "teacher" – that is, as planning for instruction – rather than as a "reader" engaged with the text. Children’s Books for Grown-Up Teachers models the kind of thinking about teaching and learning – the sort of curriculum theorizing – accomplished through teachers’ interactions with the everyday materials of teaching. It starts with children’s books, branches out into other youth culture texts, and subsequently to thinking about everyday life itself. Texts of curriculum theory describe infrastructures that support the crafts of inquiry and learning, and introduce a new vocabulary of poaching, weirding, dark matter, and jazz. At the heart of this book is a method of reading; Each reader pulls idiosyncratic concepts from children’s books and from everyday life. Weaving these concepts into a discourse of curriculum theory is what makes the difference between "going through the motions of teaching" and "designing educational experiences.

This book was awarded the 2009 AERA Division B (Curriculum Studies) Outstanding Book Award.

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Teachers and prospective teachers read children's books, but that reading is often done as a "teacher" – that is, as planning for instruction – rather than as a "reader" engaged with the text. Children’s Books for Grown-Up Teachers models the kind of thinking about teaching and learning – the sort of curriculum theorizing – accomplished through teachers’ interactions with the everyday materials of teaching. It starts with children’s books, branches out into other youth culture texts, and subsequently to thinking about everyday life itself. Texts of curriculum theory describe infrastructures that support the crafts of inquiry and learning, and introduce a new vocabulary of poaching, weirding, dark matter, and jazz. At the heart of this book is a method of reading; Each reader pulls idiosyncratic concepts from children’s books and from everyday life. Weaving these concepts into a discourse of curriculum theory is what makes the difference between "going through the motions of teaching" and "designing educational experiences.

This book was awarded the 2009 AERA Division B (Curriculum Studies) Outstanding Book Award.

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