Ted T. Aoki, the most prominent curriculum scholar of his generation in Canada, has influenced numerous scholars around the world. Curriculum in a New Key brings together his work, over a 30-year span, gathered here under the themes of reconceptualizing curriculum; language, culture, and curriculum; and narrative. Aoki's oeuvre is utterly unique--a complex interdisciplinary configuration of phenomenology, post-structuralism, and multiculturalism that is both theoretically and pedagogically sophisticated and speaks directly to teachers, practicing and prospective. Curriculum in a New Key: The Collected Works of Ted T. Aoki is an invaluable resource for graduate students, professors, and researchers in curriculum studies, and for students, faculty, and scholars of education generally.

Contents: W.F. Pinar, Foreword. R.L. Irwin, Preface. W.F. Pinar, "A Lingering Note": An Introduction to the Collected Works of Ted T. Aoki. Part I: Reconceptualizing Curriculum. Toward Curriculum Inquiry in a New Key (1978/1980). Curriculum Implementation as Instrumental Action and as Situational Praxis (1984). Competence in Teaching as Instrumental and Practical Action: A Critical Analysis (1984). Interests, Knowledge, and Evaluation: Alternative Approaches to Curriculum Evaluation (1986/1999). Toward Understanding Computer Application (1987/1999). Teaching as In-dwelling Between Two Curriculum Worlds (1986/1991). Layered Understandings of Orientations in Social Studies Program Evaluation (1991). Layered Voices of Teaching: The Uncannily Correct and the Elusively True (1992). Legitimating Live Curriculum: Toward a Curricular Landscape of Multiplicity (1993). Part II: Language, Culture, and Curriculum. Toward Understanding Curriculum Talk Through Reciprocity of Perspectives (1981). Signs of Vitality in Curriculum Scholarship (1986/1991). The Dialectic of Mother Language and Second Language: A Curriculum Exploration (1987/1991). Five Curriculum Memos and a Note for the Next Half-Century (1991). In the Midst of Slippery Theme-Words: Living as Designers of Japanese Canadian Curriculum (1992). The Child-Centered Curriculum: Where Is the Social in Pedocentricism? (1993). Humiliating the Cartesian Ego (1993). In the Midst of Doubled Imaginaries: The Pacific Community as Diversity and as Difference (1995). Imaginaries of "East and West": Slippery Curricular Signifiers in Education (1996). Language, Culture, and Curriculum... (2000). Part III: Sounds of Pedagogy in Curriculum Spaces. Reflections of a Japanese Canadian Teacher Experiencing Ethnicity (1979). Revisiting the Notions of Leadership and Identity (1987). Inspiriting the Curriculum (1990). Sonare and Videre: A Story, Three Echoes, and a Lingering Note (1991). Taiko Drums and Sushi, Perogies and Sauerkraut: Mirroring a Half-Life in Multicultural Curriculum (1991). The Sound of Pedagogy in the Silence of the Morning Calm (1991). Narrative and Narration in Curricular Space (1996). Spinning Inspirited Images in the Midst of Planned and Live(d) Curricula (1996). Locating Living Pedagogy in Teacher"Research": Five Metonymic Moments (2003). Part IV: Appendix: Short Essays. Principals as Managers: An Incomplete View (1991). Bridges That Rim the Pacific (1991). Interview (2003).