About this Collection
The books archived in this Digital Commons@Georgia Southern collection are published or edited by the faculty of the College of Education.
Faculty Research in Digital Commons@Georgia Southern
Georgia Southern University faculty members are eligible to showcase their research in Digital Commons@Georgia Southern and to join the Expert Gallery hosted by the University Libraries. Their intellectual and creative works are accessible through galleries organized by College, Department, Research Center, and a customized SelectedWorks researcher profile.
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Publishing Information
Digital Commons@Georgia Southern is an open-access digital repository. Copyright and licensing agreements for works published by Digital Commons@Georgia Southern protect the author's rights while facilitating the sharing of research. The works in this gallery were originally published or presented under agreements with entities external to this repository. Records for each work provide the access permitted by the original copyright and licensing agreement. For additional access or questions about a work, please contact the authors or email the Digital Commons team.
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Learning to Teach: Critical Approaches to the Field Experience
Natalie Adams, University of Alabama - Huntsville; Christine Mary Shea, East Carolina University; Delores D. Liston, Georgia Southern University; and Bryan Deever, Georgia Southern University
2006
Book Summary: This text is designed to assist preservice and inservice teachers in creating a critical and reflective dialogue with themselves, their assigned classroom cultures, and the larger school environment. It engages readers in a series of classroom and school-based activities, observations, and exercises that can be used in any teacher education course with a field component. Different from other field experience guides, this text aims to disrupt traditional conceptions of teacher education and field experiences--by emphasizing the problematic nature and dynamics of public schooling, and encouraging readers to seek a greater awareness of their own attitudes toward and connections ... Read more
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Jewish Intellectuals and the University
Marla Morris, Georgia Southern University
2006
Book Summary: Marla Morris explores Jewish intellectuals in society and in the university using psychoanalytic theory. Morris examines Otherness as experienced by Jewish intellectuals who grapple with anti-Semitism within the halls of academia. She claims that academia breeds uncertainty and chaos.
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Understanding Curriculum: An Introduction to Historical and Contemporary Discourses
William F. Pinar, Louisiana State University; William M. Reynolds, Georgia Southern University; Patrick Slattery, Texas A&M University; and Peter M. Taubman
2006
Georgia Southern faculty member William M. Reynolds co-authored Understanding Curriculum: An Introduction to Historical and Contemporary Discourses.
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Popular Culture Primer
John A. Weaver, Goergia Southern University
1-31-2005
The Popular Culture Primer is an introductory text that traces the history of popular culture and cultural studies. Besides covering the traditional subjects such as the influence of the Frankfurt School and the Centre for Contemporary Cultural Studies, this book will cover the cultural studies of science and technology and other subjects that are generally ignored in introductory texts, such as science fiction, fan cultures, and childhood studies. It looks at the impact that these topics have on our understanding of education and popular culture. The Popular Culture Primer is an essential assigned text for any classroom devoted to teaching ... Read more
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Understanding Curriculum: An Introduction to Historical and Contemporary Discourses
William F. Pinar, Louisiana State University; William M. Reynolds, Georgia Southern University; Patrick Slattery, Texas A&M University; and Peter M. Taubman
2004
Georgia Southern faculty member William M. Reynolds co-authored Understanding Curriculum: An Introduction to Historical and Contemporary Discourses.
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Expanding Curriculum Theory: Dis/positions and Lines of Flight
William M. Reynolds, Georgia Southern University and Julie Webber, Illinois State University
2004
Georgia Southern faculty member William M. Reynolds co-edited Expanding Curriculum Theory: Dis/positions and Lines of Flight.
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Understanding Curriculum (Chinese Translation)
William F. Pinar, Louisiana State University; William M. Reynolds, Georgia Southern University; Patrick Slattery, Texas A&M University; and Peter M. Taubman
2003
Georgia Southern faculty member William M. Reynolds co-authored Understanding Curriculum.
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Curriculum: A River Runs Through It
William M. Reynolds, Georgia Southern University
2003
Georgia Southern faculty member William M. Reynolds authored Curriculum: A River Runs Through It.
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Science Fiction Curriculum: Cyborg Teachers and Youth Cultures
John A. Weaver, Goergia Southern University; Karen Anijar; and Toby Daspit
11-18-2003
Science Fiction Curriculum, Cyborg Teachers, and Youth Culture(s) is a collection of essays sutured together by their use of science fiction as a departure from contemporary educational «realities». The authors, inspired by the visions, styles, and insights of various science fiction texts, films, and rap music, seek to transform the future of educational possibilities. Science Fiction Curriculum offers alternative paths to current regressive educational practices, policies, and reforms, and invites readers to venture into uncharted dimensions.
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Difficult Memories: Talk in a (Post) Holocaust Era
Marla Morris, Georgia Southern University and John A. Weaver, Georgia Southern University
5-22-2002
Book Summary: Difficult Memories: Talk in a (Post) Holocaust Era attempts a difficult cross-cultural discussion. These scholars agree that the Holocaust is not just in the past – it is with us in memory. Professors and students alike – whether European, American, or Canadian, or whether Holocaust survivors – second or third generation Jews «after» the event are affected/effected by this haunting memory. Here scholars attempt to grapple with trauma, horror, anti-Semitism, hatred, murder, guilt, mourning, and anger – all the unthinkable subject matters that are usually squashed out of our curricula. The authors explore Holocaust issues via fiction, philosophy, ... Read more
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Understanding Curriculum (Korean Translation)
William F. Pinar, Louisiana State University; William M. Reynolds, Georgia Southern University; Patrick Slattery, Texas A&M University; and Peter M. Taubman
2002
Georgia Southern faculty member William M. Reynolds co-authored Understanding Curriculum.
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Understanding Curriculum: An Introduction to Historical and Contemporary Discourses
William F. Pinar, Louisiana State University; William M. Reynolds, Georgia Southern University; Patrick Slattery, Texas A&M University; and Peter M. Taubman
2002
Georgia Southern faculty member William M. Reynolds co-authored Understanding Curriculum: An Introduction to Historical and Contemporary Discourses.
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Joy as a Metaphor of Convergence: A Phenomenological and Aesthetic Investigation of Social and Educational Change
Delores D. Liston, Georgia Southern University
10-1-2001
Book Summary: Discusses a major purpose of education - the development of the capacity to interpret experience within a moral and spiritual framework. The metaphor of Joy enables the author to integrate themes of preciousness and meaning of life with processes that facilitate the quest for personal meaning.
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Curriculum and the Holocaust: Competing Sites of Memory and Representation
Marla Morris, Georgia Southern University
3-1-2001
Book Summary: In this book, Morris explores the intersection of curriculum studies, Holocaust studies, and psychoanalysis, using the Holocaust to raise issues of memory and representation. Arguing that memory is the larger category under which history is subsumed, she examines the ways in which the Holocaust is represented in texts written by historians and by novelists. For both, psychological transference, repression, denial, projection, and reversal contribute heavily to shaping personal memories, and may therefore determine the ways in which they construct the past. The way the Holocaust is represented in curricula is the way it is remembered. Interrogations of this ... Read more
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(Post) Modern Science (Education): Propositions and Alternative Paths
John A. Weaver, Georgia Southern University; Marla Morris, Georgia Southern University; and Peter M. Appelbaum, William Paterson University
10-1-2001
Book Summary: These original essays offer new perspectives for science educators, curriculum theorists, and cultural critics on science education, French post-structural thought, and the science debates. Included in this book are chapters on the work of Bruno Latour, Michel Serres, and Jean Baudrillard, plus chapters on postmodern approaches to science education and critiques of modern scientific assumptions in curriculum development.
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Understanding Curriculum: An Introduction to Historical and Contemporary Discourses
William F. Pinar, Louisiana State University; William M. Reynolds, Georgia Southern University; Patrick Slattery, Texas A&M University; and Peter M. Taubman
2000
Georgia Southern faculty member William M. Reynolds co-authored Understanding Curriculum: An Introduction to Historical and Contemporary Discourses.
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The Institution of Education
Mengert Fitz; Kathleen Casey; Delores D. Liston, Georgia Southern University; David Purpel; and H. Svi Shapiro
8-31-1994
