Tracing Ted Tetsuo Aoki’s Intellectual Formation: Historical, Societal, and Phenomenological Influences (Studies in Curriculum Theory Series)

Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication Page
Contents
List of figures
Foreword
Acknowledgements
1 Introduction
	1.1 Why Study the Intellectual Works of Ted Tetsuo Aoki?
	1.2 Organization and Overview of Chapters
	1.3 Illuminating the Path of Contemporary Canadian Curriculum Studies
		1.3.1 Present Circumstances: As Canadian as Possible
		1.3.2 The Very “Idea” of Canadian Curriculum Studies
	1.4 Historical Present
		1.4.1 Theoretic Dimensions of Curriculum: Reflections on the Canada Studies Foundations Curriculum Development
		1.4.2 The Political and Philosophical Threads: Nationalism, Canadian Studies and the Canadianization Movement
		1.4.3 A Canadian Approach to Curriculum Development
		1.4.4 Concerns About Canadian Studies and Curriculum Development
		1.4.5 Whose Culture? Whose Heritage?
2 Understanding as a Mode of Being
	2.1 Introduction
	2.2 Being a Mixed-Up Hybrid Kid (1919–1932)
		2.2.1 Childhood in Cumberland (1919–1932)
		2.2.2 Questioning the Meaning of Being
	2.3 Experiencing the Dialectic of the Individual Being and Social Being (1932–1943)
		2.3.1 Being an Ahistorical Black Head in Japan?
		2.3.2 Being a Historical Black Head in Canada?
		2.3.3 Dasein, Mode of Encounter and Its Temporality
	2.4 Being the Homeless at Home
		2.4.1 Being in a Bewildering School Day – A Story of June Aoki (1941–1942)
		2.4.2 Being and Becoming a Teacher in Alberta (1944–1964)
	2.5 Being-in-the-World as Dwelling With Sakura-Rose (1964–1978)
		2.5.1 Being a Professor at UBC (1975–1978)
	2.6 Summary Note
3 Polyphonic Sounds of Pedagogy (1964–1987)
	3.1 Introduction
	3.2 Voices of Teacher Educators: Doctoral Dissertation (1969)
	3.3 Curriculum in a New Key (1964–1979)
		3.3.1 Curriculum Inquiry – National Perspective
		3.3.2 Curriculum Evaluation in a New Key
		3.3.3 Curriculum Inquiry – A Cross-Border Perspective
	3.4 Critiquing Instrumentalism (1981–1987)
		3.4.1 Bridging as Two Ways of Knowing (1981)
		3.4.2 Questioning the Notions of Implementation and Competence (1983)
		3.4.3 Questioning the Notion of Application (1987)
	3.5 Is-Ness of Curriculum-as-Lived (1985–1987)
		3.5.1 First Appearance: Curriculum-as-Plan and Curriculum-as-Lived (1985)
		3.5.2 Teaching as Indwelling Between Two Curriculum Worlds (1986)
	3.6 Summary Note
4 Poetic Wisdom (1987–2003)
	4.1 Introduction
	4.2 Language as House of Being
		4.2.1 Dialectic of Mother and Second Languages (1987)
		4.2.2 The Notion of Identity (1987)
		4.2.3 Striving for the Secret Places of the Soul (1989)
	4.3 Poetic Thinking
		4.3.1 Listening to the Sound of Pedagogy in Silence of the Morning Calm (1990)
		4.3.2 Tasting Multicultural Curriculum as Multi- Flavoured Nourishment (1991)
		4.3.3 Hearing Curriculum on a Jazz Note (1991)
	4.4 Theorizing as Poetic Dwelling
		4.4.1 Dwelling in the Midst of Double Imaginaries (1996)
		4.4.2 Dwelling in Language, Culture, Curriculum and Metonymic Moments (2000)
	4.5 Summary Note
5 Point of Returning
Postscript
References
Index