Reimagining Curriculum Studies: A Mosaic of Inclusion

Acknowledgments\nIntroduction—Reimagining Curriculum Studies and Ecumenical Restlessness\n	Dimensions of Reimagining Curriculum Studies\n	The Need for Ecumenical Restlessness Within Curriculum Studies\n	References\nContents\n1 The Illness of Our World: A Critique of Curriculum Studies\n	References\n2 Mosaical Thinking and Curriculum Theory\n	What is Mosaical Thinking?\n	What is Curriculum Theory?\n	Language and Experience\n	Structuring a Mosaical Book\n	The Scholarly Life: Raising Questions, Too Many Answers\n	References\n3 Dialectical Processes Toward Freedom\n	Self-Critique in the Field of Curriculum Studies\n		Curriculum Studies Self-Critique: A Short History\n		Moribund in a New Key: Global Self-Critique\n	Being Critical\n		Founding Axioms, Orthodoxy, and Ideology\n		Perspectives on Being Critical\n		Jürgen Habermas on the Word “Crisis”\n		Being Critical: Its Cognates of “Radical” and “Root”\n		The Dialectical Döppelganger of “Creativity”\n		Bourdieu on Criticality and Self-critique\n	Dialectics\n		Negative Dialectics\n		The Dialectics of First Impressions\n		Dialectical Conundrums: False Consciousness and First Impressions\n		Dialectics and Utopianism\n	Unlearning and the Practice of Being Critical\n		A Brief Overview of Unlearning in the Education Field\n		Ontology and Unlearning\n		Unlearning the Lessons of Knowing: A Dialectical Analysis\n	Epilogue\n	References\n4 Wild Imagination and the Critical Project\n	Politics at Every Second: Power in Everyday Life\n	Varieties of Wild Imagination\n		Viaticus Hooveraneous: A Story of Wild Imagination\n		Imagination in Art, Imagination in Science\n		The Naïve Disposition\n	Uses of Imagination\n		Hans-Georg Gadamer and Embodied Imagination\n		Wild Imagination, the Equal of Reason and More …\n		Levinas and Pre-States of Bodily Imagination\n	Practicing Wild Imagination as a Critical Project\n		Radical Imagination: Not Wild Enough\n	Examples of Wild Imagination in Curriculum Studies\n		Hogan Dreams\n		Trois Chaises\n		Curriculum, Control, and Creativity\n	Wild Imagination and Curriculum Studies\n	References\n5 Freedom All Too Human\n	Freedom: The Heart of Curriculum Studies\n	Freedom as a Possession of the Individual\n	Freedom As Dialogue\n		Primary Relationships to the World: I-It and I-Thou\n		Freedom and Education\n		Freedom in Dialogue\n		Freedom and Responsibility\n	Freedom in Curriculum Studies Practices\n	References\n6 Pure Imagination and Freedom\n	Pure Imagination and Freedom\n	Analysis of “Pure Imagination,” the Song\n		Stanza 1—Discovering Your Imagination\n		Stanza 2—Experiencing an Imaginative World\n		Stanza 3—Forming Your Own Imaginative World\n		Stanza 4—A Paean to Pure Imagination: The Master Speaks of His Life\n	The Ontology of Pure Imagination\n	References\n7 Creativity and Aesthetic Consciousness in Teacher Education\n	Prologue: Embodiment and Aesthetic Consciousness\n	Introduction: Contemporary Society and Aesthetics\n	Aesthetic Consciousness and Creativity\n	Teaching With/Through/For the Arts\n	Conclusion\n	References\n8 Identity, Self, and Liberation\n	Introduction: A Dialectic of Identity and Self\n	Aesthetics, Living Aesthetically, and Social Class/Race\n	Dance Resources for the African-American Community: Variety Within Identity Politics\n	Identity and Power: A Middle School Modern Dance Project\n	Postscript: Linking Pure Imagination and Freedom\n	References\n9 Reimagining Time\n	Introduction: The Multiplicity of Time\n	Time in Curriculum Thinking: Dwayne Huebner\n	Time in a Dancer’s Life: Curriculum Possibilities\n	The Elasticity of Time\n	Monumental and Cursive Time\n	A Personal Project Gives Rise to Theory: A Journey Through Time\n	Time in Curricular Thinking\n	References\n10 Epilogue—Living a Mosaical Life, Living Ironically\n	Origins of Mosaical Thinking and Writing\n	Living a Mosaical Life\n	Living Ironically\n	Finis\n	References