The Guide to Curriculum in Education illuminates how four commonplaces of curriculum--subject matter, teachers, learners, and milieu--are interdependent and interconnected in curriculum making and the ties between and controversies over public debate, policy making, university scholarship, and school practice in defining and developing curricula. Complex traditions of curriculum scholarship are traced to illuminate curriculum ideas, issues, perspectives, and possibilities. A major goal is to highlight and explicate how subject matter, teachers, learners, and context or environment are interdependent and interconnected in decision-making processes that involve local and state school boards and government agencies, educational institutions, and curriculum stakeholders at all levels. Key Features: • Organized around four parts as articulated by curriculum scholar Joseph J. Schwab: subject matter, teachers, learners, and milieu • Brief, objective chapters of 5,000 words each provide student readers with more depth than found in an encyclopedia entry • Chapters focus on key contemporary concerns and provide Further Reading suggestions for students wishing to explore a topic in more detail • The Guide focuses on 55 topical chapters organized in four parts: Subject Matter as Curriculum, Teachers as Curriculum, Students as Curriculum, and Milieu as Curriculum This guide will serve as a general, non-technical resource for students and researchers within education programs who seek to better understand the four commonplaces of curriculum and how it influences various aspects within the field of education.

Subject Matters of Literacy

Subject Matters of Literacy

Subject matters of literacy
Aria Razfar

The field of literacy has been defined implicitly or explicitly by a wide range of disciplines, theoretical orientations, and methodological perspectives. Two academic disciplines in particular have played a significant role in shaping the contours of modern literacy discussions and debates: psychology and anthropology (Street & Lefstein, 2007). Thus, the subject matters of “literacy” and its various iterations are borne out of these rather divergent poles of intellectual inquiry with psychological perspectives representing individual cognitive functions and anthropology foregrounding the social, cultural, and political functions of literacy. Literacy, language, discourse, and narrative are at the heart of curriculum inquiry. Razfar (2012) stated, “Many in the field of [curriculum studies] have either explicitly or implicitly recognized the ...

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