Description:
This edited volume provides a compendium of recent work on critical curricular-pedagogical praxes via itinerant curriculum theory (ICT). This volume advances ICT as a transnational-local way of doing critical curricular-pedagogical praxes, up-from-below, within bioregions.
Review Quotes: I find it illuminating to consider itinerant curriculum theory (ICT) as advanced in this new volume... I conjure up the image of a peripatetic philosopher (Socrates, Confucius, or Lao-tse) or religious prophet (Buddha, Jesus, Muhammed) as an embodied exemplar for ICT. Put another way, ICT reminds me of Dewey's (1934) common faith-a continuously growing faith in humanity and its capacity to form and reform participatory democracy and philosophical imagination, attending to consequences, re-envisioning and moving onward, seeking growth. I see this as an embodied theory that we need to imagine, pursue, and live-continuously evolving, never ending curricula which we should all seek to be and share. I see it as a shape-shifting theory that lives within us and is recreated in each situation encountered, striving to do and be what is worthwhile and just. Excerpt from afterward by William H. Schubert, Professor Emeritus of Curriculum Studies, University of Illinois at Chicago and co-editor with Ming Fang He of the Oxford Encyclopedia of Curriculum Studies and author of Love, Justice, and Education: John Dewey and the Utopians. Dr. Schubert is elected fellow to the International Academy of Education and recipient of the Lifetime Achievement Award in Curriculum Studies from American Educational Research Association in 2004.