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"Pinar, William F"
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Curriculum studies in the United States : present circumstances, intellectual histories
\"\"What William Pinar accomplishes in this text defines the present state of the field and offers both a hope and a method for the continued development of the discipline of curriculum studies. Texts that follow after and from this work will arrive into the nest Pinar has created here\"--Back cover.
Book
Curriculum and the Covid-19 crisis
The article argues that the Covid-19 crisis is a curriculum crisis, because it is a humanitarian crisis. Survival—physical, psychological, educational—is at stake. As educators have mobilized to meet the emergency, this introductory article to Prospects special issue on Curriculum Responsiveness to Crisis glimpses elements of that effort, both theoretical and practical. It concludes that the student—the individual person—should remain central to any conception of curriculum, to any organization of pedagogical communication, indeed to the very project of education itself.
Journal Article
Autobiography and teacher development in China : subjectivity and culture in curriculum reform
\"Autobiography and Teacher Development in China investigates the roles of autobiography in teacher education, as several scholars in China recontextualize Western conceptions of teacher development, combining them with uniquely Chinese cultural conceptions to articulate a reconceptualization of teacher development that holds worldwide significance. Framed by the work of Zhang Hua and William F. Pinar, these theoretical and practical essays point to an internationally inflected reconceptualization of teachers' professional development, pre-service and in-service. This volume addresses multiple movements of teacher education reform worldwide, focused on crafting a nationally distinctive course not only internationally, but also culturally, historically, and locally\"-- Provided by publisher.
Book
Race, religion, and a curriculum of reparation : teacher education for a multicultural society
Re-narrating the story of Noah and Schreber, William F. Pinar's new book offers a compelling interpretation of race relations in education. In his signature style, Pinar argues that race is a patriarchal production and a gendered contract between father and son.
eBook
Queer theory in education
Theoretical studies in curriculum have begun to move into cultural studies--one vibrant and increasingly visible sector of which is queer theory. Queer Theory in Education brings together the most prominent and promising scholars in the field of education--primarily but not exclusively in curriculum--in the first volume on queer theory in education. In his perceptive introduction, the editor outlines queer theory as it is emerging in the field of education, its significance for all scholars and teachers, and its relation to queer theory in literacy theory and more generally, in the humanities.
eBook
The Subjective Necessity of Nonviolence
What I'm presenting tonight is a course of study juxtaposing-a term Janet Miller brought to my attention, one also developed by Teresa Strong-Wilson-a series of fragments, a term Tom Poetter (2025) employs in his moving new book titled Curriculum Fragments. If you'd like a glimpse into Tom's curriculum fragments-before asking your university library to purchase a copy-go to www.curriculumstudies.ca-scroll down the table of contents on the left, click on our YouTube channel, and there-among other offerings-you'll find the book launches I've hosted, among them Tom's, but also others, including the launch of James Burns' (2023) important new book-Curriculum and the Problem of Violence: Biopolitics, Truth, History and Fascism-and Hongyu Wang's 2021 Contemporary Daoism, Organic Relationality, and Curriculum of Integrative Creativity. Other curriculum studies texts I'd like to acknowledge as influential are Hongyu Wang's (2024) Awakenings to the Calling of Nonviolence in Curriculum Studies (preceded by her 2014 book Nonviolence and Education: Cross-Cultural Pathways), James P. Burns' (2023) aforementioned Curriculum and the Problem of Violence, Christopher Cruz's (2024) Curriculum as Confession, Molly Quinn's (2014) Peace and Pedagogy, and Kathy Bickmore's (2025) forthcoming collection Constructive Conflict Pedagogies for Building Democratic Peace: Teaching Strategies from Around the World. [...]when \"multiple dimensions of conflicts and potential peacebuilding action options\" are included in the curriculum, when \"teachers find ways to listen and to support their self-expression and action roles,\" the curriculum can create \"space for young people to develop hope and capabilities, to build just peace in their own and others' lives\" (p. 46).
Journal Article
A Response to “Provoking the very ‘Idea’ of Canadian Curriculum Studies as a Counterpointed Composition”
Response to Anchor article
Journal Article
Out of the Dark
Out of the Dark is a call for teacher leaders to take a stand against the current neoliberal take over of our educational system today. This book investigates where this political power hold began, theorizes why is it so hard for us to change what is happening, and then explores theory into practice for supporting the development of a democratic curriculum. Out of the Dark highlights example schools in various states that are fighting the monopoly of standardization by implementing their own version of visionary democratic education. This book is purposefully heavy on references as to encourage teachers to become curriculum leaders through research and complicated conversation that they have with themselves and with each other. It is time to stand together against the over utilization and magnified importance of standardized testing in our educational system in the United States. The time is now to envision a democratic education based on an eclectic compilation of curriculum theory and fight for the significant educational contribution of our own professional wisdom, prompting democratic empowerment for our students.
eBook