Teachers‘ experience of curriculum: Policy, pedagogy, and situation

The SAGE Handbook of Curriculum and Instruction

Volumn , Issue , 2008, Pages 306-328

  Ayers, William ^a   Quinn, Therese ^b   Stovall, David O ^a   Scheiern, Libby ^c   Elbaz Luwisch, Freema ^d  

^a UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

^b SCHOOL OF THE ART INSTITUTE OF CHICAGO   (United States)

^c UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

^d UNIVERSITY OF HAIFA   (Israel)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77958472857     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4135/9781412976572.n15     Document Type: Chapter

References (195)

1. Aikin, W. (1942). The story of the eight year study: With conclusions and recommendation. New York: Harper & Brothers.
2. Annas, P. (1998). Radical teacher. New words: A post revolutionary dictionary. Retrieved September 24, 2005, from http://www.radicalteacher.com/rt_definition.htm
3. Anyon, J. Social class and the hidden curriculum of work. Journal of Education 162 (1) (1980). 7-92.
4. Anyon, J. (1997). Ghetto schooling: A political economy of urban educational reform. New York: Teachers College Press.
5. Anyon, J. (2005). Radical possibilities: Public policy, urban education, and a new social movement. New York: Routledge.
6. Apple, M. W. (1990). Ideology and curriculum. New York: Routledge.
7. Apple, M. W. (1996). Cultural politics and education. New York: Teachers College Press.
8. Apple, M. W. (2000). Official knowledge: Democratic education in a conservative age (2nd ed.). New York: Routledge.
9. Apple, M. W. (2001). Educating the 'right' way: Markets, standards, God, and inequality. New York: Routledge Falmer.
10. Arendt, H. (1968). The crisis in education. In H. Arendt (Ed.), Between past and future: Eight exercises in political thought (pp. 173-196). New York: Penguin.
11. Asante, M. K. (2005). Race, rhetoric, and identity: The architecton of soul. Amhurst, NY: Humanity Books.
12. Ashton-Warner, S. (1963). Teacher. New York: Simon & Schuster.
13. Ayers, W. (1993). A teacher ain't nothin' but a hero: Teachers and teaching in film. In P. B. Joseph & G. E. Burnaford (Eds.), Images of school teachers in twentieth century America (pp. 147-156). New York: St. Martin's.
14. Ayers, W. (1998). A kind and just parent. Boston: Beacon.
15. Ayers, W. (2004a). Teaching the personal and the political: Essays on hope and justice. New York: Teachers College Press.
16. Ayers, W. (2004b). Teaching toward freedom: Moral commitment and ethical action in the classroom. Boston: Beacon.
17. Ayers, W. (2006). Trudge toward freedom: Educational research in the public interest. In G. Ladson-Billings & W. F. Tate (Eds.), Education research in the public interest: Social justice, action, and policy (pp. 81-97). New York: Teachers College Press.
18. Ayers, W., & Ford, P. (1996). City kids city teachers: Reports from the front row. New York: The New Press.
19. Ayers, W., Hunt, J., & Quinn, T. (Eds.). (1998). Teaching for social justice. New York: Teachers College Press.
20. Baldwin, J. (1985). Nothing personal. In J. Baldwin, The price of the ticket: Collected nonfiction, 1948-1985 (p. 393). New York: St. Martin's Press.
21. Baldwin, J. (1988). A talk to teachers. In R. Simonson & S. Walker (Eds.), The Graywolf annual five: Multicultural literacy (pp. 3-12). St. Paul, MN: Graywolf. (Original work published 1963)
22. Banks, J. A. (Ed.). (1973). Teaching ethnic studies: Concepts and strategies (43rd Yearbook). Washington, DC: National Council for the Social Studies.
23. Banks, J. A. (1999). Multicultural education: Development, dimensions, and challenges. In J. Q. Adams, & J. Welsch (Eds.), Cultural diversity: Curriculum, classroom, and climate (pp. 3-14). Springfield: Illinois Staff and Curriculum Developers Association.
24. Beals, M. P. (1995). Warriors don't cry: A searing memoir of the battle to integrate Little Rock's Central High. New York: Washington Square Press.
25. Berlin, I. (1980). Concepts and categories: Philosophical essays. Oxford, UK: Oxford University Press.
26. Bracey, G. W. The 12th Bracey report on the conditions of public education. Phi Delta Kappan 84 (2) (2002). 135-140.
27. Branch, T. (2006). At Canaan's edge: America in the King years, 1965-1968. New York: Simon & Schuster.
28. Brosio, R. (1994). A radical democratic critique of capitalist education. New York: Peter Lang.
29. Casey, K. (1993). I answer with my life: Life histories of women teachers working for social change. New York: Routledge.
30. Center for Community Change (2001, May). Saved by an education: A successful model for dramatically increasing high school graduation rates in low-income neighborhoods. Washington, DC: Author.
31. Charney, R. (2002). Teaching children to care. Greenfield, MA: Northeast Foundation for Children.
32. Chernow, R. (1998). Titan: The life of John D. Rockefeller. New York: Random House.
33. Chomsky, N. (2002). Understanding power: The indispensable Chomsky. New York: The New Press.
34. Clandinin, D. J., & Connelly, F. M. (1992). Teacher as curriculum maker. In P. W Jackson (Ed.). Handbook of research on curriculum: A project of the American Educational Research Association (pp. 363-401). New York: Macmillan.
35. Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.
36. Cobb, C. Prospectus for a summer freedom school program. Radical Teacher 40 (1991). 36.
37. Cochran-Smith, M. Lytle, S. Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education 24 (1999). 249-306.
38. Cole, A. L, & Knowles, J. G. (1999). Researching teaching: Exploring teacher development through reflexive inquiry. New York: Allyn & Bacon.
39. Coles, R. (1989). The call of stories: Teaching and the moral imagination. Boston: Houghton-Mifflin.
40. Comer, J. P. (2004). Leave no child behind: Preparing today's youth for tomorrow's world. New Haven, CT: Yale University Press.
41. Conle, C. An anatomy of narrative curricula. Educational Researcher 32 (3) (2003). 3-15.
42. Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press.
43. Danbom, D. B. (1987). The world of hope: Progressives and the struggle for an ethical public life. Philadelphia: Temple University Press.
44. Daniels, H., & Bizar, M. (1998). Methods that matter. Portland, ME: Stenhouse.
45. Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco: Jossey-Bass.
46. Davis, M. Who killed L.A.? The war against the cities. Crossroads 32 (1993). 2-19.
47. Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: New Press.
48. Dewey, J. (1899). The school and society. Chicago: University of Chicago Press.
49. Dewey, J. (1902). The child and the curriculum. Chicago: University of Chicago Press.
50. Dewey, J. (1916). Democracy in education. New York: Macmillan.
51. Dewey, J. (1920). Reconstruction in philosophy. Boston: Henry Holt & Company.
52. Dewey, J. (1938). Experience and education. New York: Macmillan.
53. Diaz, J. (1997). Drown. New York: Riverhead Trade.
54. Eisner, E. W. (1979). The educational imagination: On the design and evaluation of school programs. New York: Macmillan.
55. Eisner, E. W. (1998). The kind of schools we need. Portsmouth, NH: Heinemann.
56. Elbaz-Luwisch, F. (2005). Teacher voices: Storytelling and possibility. Greenwich, CT: Information Age.
57. Elliott, J. (1991). Action research for educational change. Bristol, PA: Open University Press.
58. Elliott, J. (2005). Reflecting where the action is: The selected works of John Elliott. New York: Routledge.
59. Erikson, E. H. (1993). Childhood and society. New York: W.W. Norton & Company.
60. Fenstermacher, G. D. (1999, April). Method, style, and manner in classroom teaching. Paper presented at the meeting of the American Educational Research Association, Montreal, Ontario, Canada.
61. Fishman, C. (2006). The Wal-Mart effect: How the world's most powerful company really works and how it's transforming the American economy. New York: Penguin Books.
62. Freire, P. (1973). Pedagogy of the oppressed. New York: The Seabury Press.
63. Freire, P. (2004). Pedagogy of hope: Reliving pedagogy of the oppressed. New York: Continuum International Publishing.
64. Freire, P. (2005). Education for critical consciousness. New York: Continuum. (Original work published 1973)
65. Fromm, E. (1976). To have or to be?New York: Continuum.
66. Gagnon, G. W., & Collay, M. (2001). Designing for learning: Six elements in constructivist classrooms. Thousand Oaks, CA: Corwin Press.
67. Gay, G. (2001). Curriculum theory and multicultural education. In J. A. Banks and C. A. M. Banksm (Eds.), Handbook of research in multicultural education (pp. 25-43). San Francisco: Jossey-Bass.
68. Giroux, H. (2005). Schooling and the struggle for public life: Democracy's promise and education's challenge. New York: Paradigm.
69. Gold, E., Simon, E., & Brown, C. (2002). Strong neighborhoods and strong schools: The indicators project on education organizing. Chicago: Cross City Campaign for Urban School Reform.
70. Goodlad, J. I. (1975). The dynamics of educational change: Toward responsive schools. New York: McGraw-Hill.
71. Goodlad, J. I. (1984). A place called school. New York: McGraw-Hill.
72. Goodman, J. (1992). Elementary school for critical democracy. Albany: State University of New York.
73. Goodson, I. (2001). Life history research in educational settings: Learning from lives (Doing qualitative research in educational settings). New York: Open University Press.
74. Graff, G. (2004). Clueless in academe: How schooling obscures the life of the mind. New Haven, CT: Yale University Press.
75. Greene, M. (2000). Releasing the imagination: Essays on education, the arts, and social change. San Francisco: Jossey-Bass.
76. Greene, M. (2001). Variations on a blue guitar: The Lincoln Center Institute lectures on aesthetic education. New York: Teachers College Press.
77. Grondahl, P. (2004). I rose like a rocket: The political education of Theodore Roosevelt. New York: Simon & Shuster.
78. Grumet, M. R. Autobiography and reconceptualization. The Journal of Curriculum Theorizing 2 (2) (1980). 155-158.
79. Grumet, M. R. (1988). Bittermilk: Women and teaching. Boston: University of Massachusetts Press.
80. Gutstein, E. (2005). Reading and writing the world with mathematics: Toward a pedagogy for social justice (Critical social thought). New York: Routledge Falmer.
81. Haskins, J. (1979). Diary of a Harlem schoolteacher. New York: Stein & Day.
82. He, M. F. (2003). A river forever flowing: Cross-cultural lives and identities in the multicultural landscape. Greenwich, CT: Information Age.
83. Heilbrun, C. G. (1979). Reinventing womanhood. New York: Norton.
84. Henderson, A., & Mapp, K. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: National Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory.
85. Henig, J. R., Hula, R. C, Orr, M., & Pedescleaux, D. S. (2001). The color of school reform: Race, politics, and the challenge of urban education. Princeton, N.J.: Princeton University Press.
86. Herndon, J. (1997). The way it spozed to be. Portsmouth, NH: Boynton/Cook.
87. Hohn, J. (2003). Chicago neighborhood discovers delicate balance between success of community schools and resident displacement. Retrieved November 6, 2006, from http://www.communityschools.org/
88. Hollins, E. (1996). Transforming curriculum for a culturally diverse society. Mahwah, NJ: Lawrence Erlbaum.
89. Holt, J. C. (1974). Escape from childhood. New York: E. P. Dutton.
90. Horton, M. (1990). The long haul: An autobiography of Myles Horton. New York: Doubleday Press.
91. Irvine, J. J. (1991). Black students and school failure: Policies, practices, and prescriptions. New York: Praeger.
92. Issacs, W. (1999). Dialogue and the art of thinking together. New York: Random House.
93. Jencks, C., & Peterson, P. E. (Eds.). (1991). The urban underclass. Washington, DC: Brookings Institute.
94. Johnson, D. D. (2005). Trivializing teacher education: The accreditation squeeze. New York: Rowman & Littlefield.
95. Judd, D. R., & Swanstrom, T. (1994). City politics: Private power and public policy. New York: Harper-Collins.
96. Klohr, P. The curriculum field-Gritty and ragged? Curriculum Perspectives 1 (1) (1980). 1-7.
97. Knapp, C. E. (1992). Lasting lessons: A teacher's guide to reflecting on experience. Charleston, WV: Appalachia Educational Laboratory. (ERIC Document Reproduction Service No. ED348204)
98. Kohl, H. (1968). 36 children. New York: Signet.
99. Kotlowitz, A. (1991). There are no children here: The story of two boys growing up in the other America. New York: Doubleday.
100. Kozol, J. (1967). Death at an early age: The destruction of the hearts and minds of negro children in Boston public schools. Boston: Houghton Mifflin.
101. Kozol, J. (1991). Savage inequalities: Children in America's schools. New York: Crown.
102. Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in America. New York: Crown.
103. Kridel, C. Bullough, R. Conceptions and misperceptions of the 8 year study. Journal of Curriculum and Supervision 18 (1) (2002). 63-82.
104. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
105. Ladson-Billings, G. (2005). Beyond the big house: African-American educators on teacher education. New York: Teachers College Press.
106. La Duke, W. (1999). All our relations: Native struggles for land and life. Cambridge, MA: South End Press.
107. Langer, J. (2004). Getting to excellent: How to create better schools. New York: Teachers College Press.
108. Lankshear, C., & Knobel, M. (2003). New literacies. New York: Open University Press.
109. Lawrence-Lightfoot, S., & Davis, J. H. (1997). The art of and science of portraiture. San Francisco, CA: Jossey-Bass.
110. Lemann, N. The myth of community development. New York Times Magazine 27-31 (1994, January 9). 50, 54, 60.
111. Lightfoot, S. L. (1985). The good high school: Portraits of character and culture. New York: Basic Books.
112. Lipman, P. Chicago school policy: Regulating Black and Latino youth in the global city. Race, Ethnicity, and Education 6 (4) (2003). 331-355.
113. Lipman, P. (2004). High stakes education: Inequality, globalization, and urban school reform. New York: Routledge.doi:10.4324/9780203465509 http://dx.doi.org/10.4324/9780203465509
114. Lubliner, S., & Palincsar, A. (2001). A practical guide to reciprocal teaching. New York: McGraw-Hill.
115. MacKinnon, C. A. (2005). Women's lives, men's laws. Cambridge, MA: Belknap.
116. Marshall, J. D., Sears, J. T, & Schubert, W. H. (2000). Turning points in curriculum: A contemporary American memoir. Upper Saddle River, NJ: Prentice-Hall.
117. McGinty, D. The demise of the Georgia teacher performance assessment instrument. Research in the Schools 3 (2) (1996). 41-47.
118. McLaren, P. L. (2002). Life in schools: An introduction to critical pedagogy in the foundations of education. New York: Allyn & Bacon.
119. Meier, D. (1995). The power of their ideas: Lessons for America from a small school in Harlem. Boston: Bacon Press.
120. Meier, D., & Wood, G. (Eds.). (2004). Many children left behind: How the No Child Left Behind Act is damaging our children and our schools. Boston: Beacon Press.
121. Michie, G. (1999). Holler if you hear me: The education of a teacher and his students. New York: Teachers College Press.
122. Michie, G. (2004). See you when we get there: Teaching for change in urban schools (Teaching for social justice). New York: Teachers College Press.
123. Miller, J. L. (2005). Sounds of silence breaking: Women, autobiography, curriculum (complicated conversation). New York: Peter Lang.
124. Mitchell, C., & Weber, S. (1999). Reinventing ourselves as teachers: Beyond nostalgia. Philadelphia: Falmer Press.doi:10.4324/9780203454497 http://dx.doi.org/10.4324/9780203454497
125. Munoz, C. (2003). The Chicano movement: Youth, identity, power. New York: Verso Books.
126. Nafisi, A. (2003). Reading Lolita in Tehran. New York: Random House.
127. Neumann, A., & Peterson, P. L. (Eds.). (1997). Learning from our lives: Women, research, and autobiography in education. New York: Teachers College Press.
128. Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York: Teachers College Press.
129. Nieto, S. (2003). What keeps teachers going? New York: Teachers College Press.
130. Noddings, N. (1984). Caring. Berkeley: University of California Press.
131. Noddings, N. (2005). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press.
132. Olsen, L. (1997). Made in America: Immigrant students in our public schools. New York: The New Press.
133. Olszewski, L. Sadovi, C. Rebirth of schools set for south side CHA and a-list of institutions have big plans. The Chicago Tribunep. A1(2003, December 19).
134. O'Malley, S.Mississippi freedom school curriculum-1964 [Special issue]. Radical Teacher 40 (1991). 6-34.
135. Paley, V. (1984). Boys and girls: Superheroes in the doll corner. Chicago: University of Chicago Press.
136. Paley, V. (1991). The boy who would be a helicopter. Cambridge, MA: Harvard University Press.
137. Paley, V. (1993). You can't say you can't play. Cambridge, MA: Harvard University Press.
138. Paley, V. (2000). White teacher. Cambridge, MA: Harvard University Press. (Original work published 1979; 2nd ed. published 1989)
139. Phillion, J. (2002). Narrative inquiry in a multicultural landscape: Multicultural teaching and learning. Westport, CT: Ablex.
140. Pinar, W. F. (1976). The method. In W. Pinar & M. Grumet (Eds.), Toward a poor curriculum (pp. 51-65). Dubuque, IA: Kendall/Hunt.
141. Pinar, W. Autobiography and the architecture of self. Journal of Curriculum Theorizing 8 (1) (1988). 7-36.
142. Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. New York: Peter Lang.
143. Preskill, S. L., & Jacobvitz, R. S. (2001). Stories of teaching. Upper Saddle River, NJ: Prentice-Hall.
144. Puckett, J. L. (1989). Foxfire reconsidered: A twenty-year experiment in education reconsidered. Chicago: University of Illinois Press.
145. Ravitch, D. (1985). The schools we deserve. New York: Basic Books.
146. Reese, W. J. (1986). Power and the promise of school reform: Grassroots movements during the progressive era. Boston: Routledge and Kegan-Paul.
147. Reich, R. (1992). The work of nations: Preparing ourselves for 21st century capitalism. New York: Vintage Press.
148. Rethinking Schools. (2005). Whose wars? Retrieved September 17, 2005, from http://www.rethinkingschools.org/publication/ww/
149. Rizvi, F., Taylor, S., Lingard, B., & Henry, B. (1997). Educational policy and the politics of change. New York: Routledge Press.
150. Rofes, E. (2005). Status quo or status queer? A radical rethinking of sexuality and schooling. Lanham, MD: Rowman & Littlefield.
151. Rubin, L. J. (Ed.). (1977). Curriculum handbook: The disciplines, current movements and instructional methodology. Boston: Allyn & Bacon.
152. Rubinowitz, L., & Rosenbaum, J. (2002). Crossing the class and color line: From public housing to white suburbia. Chicago: University of Chicago Press.
153. Rusk, D. (1999). Inside game/outside game: Winning strategies for saving urban America. Washington, DC: Brookings Institution.
154. Said, E. W. (1994). Representations of the intellectual (Reith Lectures). New York: Pantheon Press.
155. Saltman, K. J., & Gabbard, D. A. (2003). Education as enforcement: The militarization and corporatization of schools. New York: Routledge Falmer.
156. Schon, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
157. Schubert, W. H. (1986). Curriculum: Perspective, paradigm, and possibility. New York: Macmillan.
158. Schubert, W. H. (1997). Curriculum: Perspectives, paradigm, and possibility. Upper Saddle River, NJ: Harcourt Press.
159. Schubert, W. H., & Ayers, W. (1999). Teacher lore: Learning from our own experience. New York: Educator's International Press.
160. Schubert, W. H., Lopez Schubert, A. L., Thomas, T. P., & Carroll, W. M. (2002). Curriculum books: The first hundred years. New York: Peter Lang.
161. Schwab, J. The practical: A language for curriculum. School Review 28 (1) (1969). 1-23.
162. Schwab, J. The practical 3: Translation into curriculum. School Review 81 (1973). 501-522.
163. Shannon, P. (1991). The struggle to continue. South Hadley, MA: Bergen & Garvey.
164. Sherman, S. Responsiveness: Responsibility in its most particular sense. Educational Forum 68 (2) (2004). 115-124.
165. Shipler, D. K. (2005). The working poor: Invisible in America. New York: Vintage.
166. Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago: University of Chicago Press.
167. Shor, I. (1997). When students have power: Negotiating authority in a critical pedagogy. Chicago: University of Chicago Press.
168. Shor, I., & Freire, P. (1987). A pedagogy for liberation: Dialogues on transforming education. Westport, CT: Bergin & Garvey.
169. Shulman, L., & Sykes, G. (Eds.). (1983). Handbook of teaching and policy. New York: Longman.
170. Silberman, C. (1970). Crisis in the classroom: The remaking of American education. New York: Random House.
171. Slattery, P. (2006). Curriculum development in the postmodern era. New York: Routledge.
172. Smith, F. (2003). Unspeakable acts, unnatural practices: Flaws and fallacies in "scientific" reading instruction. Portsmouth, NH: Heinemann.
173. Smith, L. M. (1994). Biographical method. In N. Denzin & Y Lincoln (Eds.), Handbook of qualitative research (pp. 286-305). Thousand Oaks, CA: Sage.
174. Smith, L. M., & Geoffrey, W. (1968). The complexities of an urban classroom. New York: Holt, Rinehart, & Winston.
175. Smith, L. M., Prunty, J. J., Dwyer, D. C., & Kline, P. F. (1986). The face of an innovative school: The history and present status of the Kensington school. London: Falmer.
176. Soder, R., Goodlad, J. I., & McMannon, T J. (2001). Developing democratic character in the young. San Francisco: Jossey-Bass.
177. Spencer, H. (1909). Education: Intellectual, moral, and physical. New York: Appleton.
178. Spring, J. (2000). The American school: 1642-2000. New York: McGraw-Hill.
179. Spring, J. (2005). American education. New York: McGraw-Hill.
180. Spring, J. (2006). Deculturalization and the struggle for equality: A brief history of the education of dominated cultures in the United States. New York: McGraw-Hill.
181. Suarez-Orozco, C., & Suarez-Orozco, M. (2001). Children of immigration. Boston: Harvard University Press.
182. Taylor, J. M., Gilligan, C., & Sullivan, A. M. (1995). Between voice and silence: Women and girls, race and relationships. Cambridge, MA: Harvard University Press.
183. Thomas, P. (1997). Down these mean streets. New York: Vintage Press.
184. Tierney, W. G. (1997). Academic outlaws: Queer theory and cultural studies in the academy. Thousand Oaks, CA: Sage.
185. Trager, H. G., & Yarrow, M. R. (1952). They learn what they live: Prejudice in young children. New York: Harper & Brothers.
186. Tyack, D., & Hansot, E. (1982). Managers of virtue: Public school leadership in America, 1820-1980. New York: Basic Books.
187. Uhrmacher, P. B., & Matthews, J. (2005). Intricate palette: Working the ideas of Elliot Eisner. Upper Saddle River, NJ: Pearson Education.
188. van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. Albany: State University of New York Press.
189. Watkins, W. H. (Ed.). (2005). Black protest, thought, and education. New York: Peter Lang.
190. Westbrook, R. B. (1991). John Dewey and American democracy. Ithaca, NY: Cornell University Press.
191. Wieder, A. (2003). Voices from Capetown classrooms: Oral history of teachers who fought apartheid. New York: Peter Lang.
192. Wiggins, G. Practicing what we preach in designing authentic assessment. Educational Leadership 54 (4) (1996). 18-25.
193. Willis, G., & Schubert, W. H. (2000). Reflections from the heart of educational inquiry: Understanding curriculum and teaching through the arts. Troy, NY: Educators International Press.
194. Witherell, C., & Noddings, N. (Eds.). (1991). Stories lives tell: Narrative and dialogue in education. New York: Teachers College Press.
195. Yow, V. R. (1994). Recording oral history: A practical guide for social scientists. Thousand Oaks, CA: Sage.