Expanding Curriculum Research and Understanding: A Mytho-Poetic Perspective

Expanding Curriculum Research and Understanding: A Mytho-Poetic Perspective

Expanding Curriculum Research and Understanding: A Mytho-Poetic Perspective

Expanding Curriculum Research and Understanding: A Mytho-Poetic Perspective

Synopsis

Expanding Curriculum Research and Understanding discusses the use of multiple research approaches (paradigms) to inquire into all aspects of curriculum (the knowledge base of schooling), with the goal of understanding the processes and the substantive dimensions of curriculum. The Mytho-Poetic approach, which is an overarching research approach/perspective (paradigm), considers the spiritual aspects of curriculum as well as scientific, interactive (pragmatic), phenomenological, and critical approaches to curriculum inquiry. Mytho-Poets, such as Dr. Haggerson, report research findings and discoveries in numerous ways, such as narratives, stories, poetry, visual art, music, symbols, dramas, autobiographies, and biographies. Section I of this book provides the theoretical research underpinnings while Section II contains examples of research using the Mytho-Poetic perspective.

Excerpt

Joe L. Kincheloe

Nelson Haggerson represents the best of what curriculum theorists do. For this simple reason, I am proud to include his Expanding Curriculum Research and Understanding a Mytho-Poetic Perspective in Shirley Steinberg and my Counterpoints series for Peter Lang Publishing. I consider this book a tribute to Nelson's long-time contributions to education in general and curriculum studies in particular.

I remember the first time I saw Nelson at the Bergamo conference for Curriculum Theory and Classroom Practice in the mid-1980s. I knew without being told that this was a man who had spent much of his life in the Southwest. His time in southwestern New Mexico had in some mysterious process been inscribed on his body, intellect, and spirit. Despite the difficulty of the subjects he has chosen to study, the straightforwardness, the clarity, and the desolate directness of the New Mexico desert shape his prose. Readers will be impressed by the unaffected manner of Nelson's forays into the hermeneutic, mytho-poetic, and the spiritual. I seek such fluency when I grapple with these fascinating but opaque issues.

From math and Latin teacher at Hurley High School in New Mexico to scholar-in-residence in numerous places, Haggerson has pushed the boundaries of educational practice. He is a curriculum leader who questioned technocratic practice and correspondence theories of knowing. His leadership abilities have been facilitated by his status as a keen observer of the world. This dimension led in turn to his hermeneutic ability, his capacity to make sense of and delineate what is of primary importance about the . . .

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.