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. Childrens Books for Grown-Up Teachersmodels 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 childrens 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 childrens 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.
Table of Contents
Preface
Chapter 1 Introduction: Weirding and Poaching
Chapter 2 Poaching
Chapter 3 Weirding
Chapter 4 Vision Stinks
Chapter 5 Feed
Chapter 6 Harry Potters World
Chapter 7 Cyborg Selves
Chapter 8 Dark Matter and All that Jazz
Chapter 9 My Teacher is an Alien
Chapter 10 Criteria and Ways of Working, with Leif Gustavson
Chapter 11 Afterword: Zoom Re-zoom
Bibliography
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