English
当前位置:首页 > 学术团队
William Pinar
来源:教育科学研究院  发布时间:2013-05-14 22:49:11  点击:479

   威廉·派纳教授(男,出生于1947年,美国籍),我院特聘教授,是世界著名课程专家,加拿大研究首席,当代北美课程领域最富影响力的课程理论家之一,同时也是20世纪70年代初世界课程领域中“概念重建”运动的发起人和重要领军人物之一。

 

  联系方式:

  Email:  william.pinar@ubc.ca


  学习经历

  -1969年:美国俄亥俄州立大学,获学士学位

  -1970年:美国俄亥俄州立大学,获硕士学位

  -1972年:美国俄亥俄州立大学,获博士学位


  工作经历

  曾任:

  -国际课程研究促进协会(IAACS)第一、二任主席;

  -美国路易斯安那州立大学课程与教学系教授;

  -课程理论项目主任;

  现任:

  -加拿大研究首席(Canada Research Chair);

  -加拿大英属哥伦比亚大学(UBC)课程与教学系教授;

  -加拿大英属哥伦比亚大学课程研究国际化中心的主任。

  现兼任:

  -美国Lawrence Erlbaum出版社课程理论著作编辑

  -瑞士Peter Lang出版社课程理论著作编辑;

  -美国《课程理论化杂志》 (JCT)主编及其他五份杂志编辑


  主要研究领域

  -课程理论

  -课程国际化

  -性别理论、酷儿理论以及自传理论



  主持的重要工作及所获重要学术成果、奖励

  主持工作情况:

  -主持项目“Intellectual Advancement Through the Internationalization of Curriculum Studies”(SSHRC,2009)

  -主持项目“中国和印度的课程研究”(SSHRC,2009)

  -创办反映当代课程的杂志《课程理论化杂志》(JCT)

  -创办国际课程研究促进协会(IAACS)

   -Bergamo Conference on Curriculum Theory and Classroom Practice委员会主席

  -美国教育协会(AERA)委员


  获奖情况:

  -2000年,获得美国路易斯安那州立大学杰出教师奖

  -2000年,获得美国教育研究协会(AERA)的终身成就奖

  -2004年,获得美国教育协会(AEA)的杰出著作奖——《什么是课程理论》


  出版的重要著作、学术论文

  著作:

  1.   In press, International Handbook of Curriculum Research. 2nd edition. New York: Routledge. .

  《课程研究国际手册》(2版).纽约:劳特利奇出版社(出版中)

  1. 2013,  Curriculum Studies in the United States: Present Circumstances, Intellectual Histories. New York: Palgrave Macmillan.

  《美国的课程研究:思想史与现况》.纽约:麦克米伦出版,2013

  1. 2012,  What Is Curriculum Theory? [Second edition.] New York: Routledge.

  《什么是课程理论?》(2版).纽约:劳特利奇出版社,2012

  1. 2011,  The Character of Curriculum Studies: Bildung, Currere, and the Recurrent Question of the Subject. New York: Palgrave Macmillan.

  《课程研究特征》.纽约:麦克米伦出版,2011

  1. 2011,  (Ed.) Curriculum Studies in Mexico: Intellectual Histories, Present Circumstances. New York: Palgrave Macmillan.

  《墨西哥的课程研究:思想史与现况》.纽约:麦克米伦出版,2011

  1. 2011,  (Ed.) Curriculum Studies in Brazil: Intellectual Histories, Present Circumstances. New York: Palgrave Macmillan.

  《巴西的课程研究:思想史与现况》.纽约:麦克米伦出版,2011

  1. 2010,  (Ed.) Curriculum Studies in South Africa: Intellectual Histories, Present Circumstances. New York: Palgrave Macmillan.

  《南非的课程研究:思想史与现况》.纽约:麦克米伦出版,2010

  1. 2009,  The Worldliness of a Cosmopolitan Education: Passionate Lives in Public Service. New York: Routledge.

  《世界主义教育的世俗性:公共服务中的激情生活》.纽约:劳特利奇出版社,2009

  1. 2007,  Intellectual advancement through disciplinarity: Verticality and horizontality in curriculum studies. Rotterdam and Taipei: Sense Publishers.

  《通过学科性促进智慧增长:课程研究之纵横》.鹿特丹和台北:森斯出版社,2007

  1. 2007,  Queering Straight Teachers. (Edited with Nelson Rodriguez.) New York: Peter Lang.

  《酷儿化异性恋教师:教育中的话语和身份》.纽约:彼得朗出版社,2007

  1. 2006,  The Synoptic Text Today and other essays: Curriculum Development after the Reconceptualization. New York: Peter Lang.

  《今日的概要文本和其它论文:概念重建之后的课程发展》.纽约:彼得朗出版社,2006

  1. 2006,  Race, Religion, and a Curriculum of Reparation: Teacher Education for a Multicultural Society. New York: Palgrave Macmillan.

  《种族、宗教和补偿课程:教师教育与多元文化社会》.纽约:麦克米伦出版,2006

  1. 2005,  Curriculum in a New Key: The Collected Works of Ted T. Aoki. (Edited with Rita L. Irwin.) Lawrence Erlbaum.

  《课程新基调:Aoki文集》.纽约:劳特利奇出版社,2005

  1. 2004,  What Is Curriculum Theory? Lawrence Erlbaum.

  《什么是课程理论?》(1版).纽约:劳伦斯-艾尔伯出版社,2004

  1. 2003,  The Internationalization of Curriculum Studies. Edited with William E. Doll, Jr., Donna Trueit, and Hongyu Wang. New York: Peter Lang.

  《课程研究国际化》. 纽约:彼得朗出版社,2003

  1. 2003,  Handbook of International Research in Curriculum (ed.). Mahwah, NJ Lawrence Erlbaum.

  《课程研究国际手册》.莫瓦:劳仑斯-艾尔伯出版社,2003

  1. 2001,  The Gender of Racial Politics and Violence in America: Lynching, Prison Rape, and the Crisis of Masculinity. New York: Peter Lang.

  《美国种族政治和暴力的性别》.纽约:彼得朗出版社,2001

  1. 1999,  How We Work (edited with Marla Morris and Mary Aswell Doll). Peter Lang.

  《我们如何工作》.纽约:彼得朗出版社,1999

  1. 1999,  Contemporary Curriculum Discourses. (ed.). New York: Peter Lang.

  《当代课程话语》(2版).纽约:彼得朗出版社,1999

  1. 1998,  The Passionate Mind of Maxine Greene: “I Am ... Not Yet.” (Ed.)

  《玛克辛·格林的激情思想》.纽约:劳特利奇出版社,1998

  1. 1998,  Curriculum: Toward New Identities. New York: Routledge.

  《课程:走向新的身份》.纽约:劳特利奇出版社,1998

  1. 1998, Queer Theory in Education. New York: Routledge.

  《教育中的酷儿理论》.纽约:劳特利奇出版社,1998

  1. 1995,  Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses. New York: Peter Lang.

  《理解课程》.纽约:彼得朗出版社,1995

  1. 1995,  Autobiography, Politics, and Sexuality: Essays in Curriculum Theory 1972-1992. New York: Peter Lang.

  《自传、政治与性别:1972—1992课程理论论文集》.纽约:彼得朗出版社,1995

  1. 1993,  Understanding Curriculum As Racial Text: Representations of Identity and Difference in Education. New York: State University of New York Press.

  《将课程理解为种族文本》.纽约:纽约州立大学出版社,1993

  1. 1976,  Toward a Poor Curriculum. Kendall/Hunt Pub. Co

  《走向贫困的课程》.肯德尔/亨特出版社,1976


   

  论文:

  1.   The Eight-Year Study. Curriculum inquiry, 2010, Volume 40, Issue 2, pp. 295 - 316.

  2.   The Unaddressed ‘I’ of Ideology Critique. Power and Education, 2009, Volume 1 Number 2, pp.189-200.

  3.   JCT Today. Journal of Curriculum Theorizing (Online), 2008, Volume 24, Issue 1, p. 4.

  4.   O corpo do pai e a raça do filho: Noé, Schreber e a maldição do pacto. Revista Brasileira de Educação, 2008, Volume 13, Issue 37, pp. 35 - 44.

  5.   Curriculum theory since 1950: Crisis, reconceptualization, internationalization. In F. Michael Connelly, Ming Fang He, and JoAnn Phillion (Eds.) (2008), The Sage Handbook of Curriculum and Instruction (491-513). Los Angeles: Sage.

  6.   Internationalism in Curriculum StudiesPedagogies: An International Journal, 1554-4818, Volume 1, Issue 1, 2006, Pages 35 – 42

  7.   Relocating Cultural Studies into Curriculum Studies,JCT. Rochester: Summer 2006. Vol. 22, Iss. 2; p. 55 (18 pages)

  8.   “A Visible/Invisible Binary”: Visuality and Sexuality in the Discursive Figuration of the Child,Journal of Gay & Lesbian Issues in Education, 1541-0889, Volume 2, Issue 4, 2005, Pages 23 – 47

  9.   The Birth of Bergamo and JCT: Toward an Archive of Feeling and the Creation of a Counter Educational Culture in Curriculum Studies1JCT. Rochester: Winter 2004. Vol. 20, Iss. 4; p. 7 (12 pages)

  10.   Rocket ManJCT. Rochester: Summer 2004. Vol. 20, Iss. 2; p. 7 (8 pages)

  11.   The Synoptic Text TodayJCT. Rochester: Spring 2004. Vol. 20, Iss. 1; p. 7 (16 pages)

  12.   Queer Theory in EducationJournal of Homosexuality, 1540-3602, Volume 45, Issue 2, 2003, Pages 357 – 360

  13.   Not Burdens: BreakthroughsCurriculum Inquiry, Vol. 29, No. 3 (Autumn, 1999), pp. 365-367