Curriculum is often assumed to be the intended curriculum or the policy statement from a school or other educational institution or relationship; however, there exist simultaneously a diverse array of venues of curriculum that should be interpreted in order to understand any curricular context. Such venues include the following variations on curriculum: intended, taught, experienced, embodied, tested, hidden, null, outside, clandestine, and exiled or in-between.

Before discussing each of the above venues in brief, it is important to juxtapose them with two conceptions that illustrate the complexity of curriculum as envisioned in curriculum studies. One conception is that which Joseph Schwab developed in School Review in 1973. He argued that the translation of curriculum in practical situations involves understanding a dynamic interaction of four curricular ...

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