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 Language, Culture, Identity, and Power

Subject Matters of Language, Culture, Identity, and Power

Subject matters of language, culture, identity, and power
Guofang Li

We are what we speak. Language is part of one’s cultural identity. Language itself is an individual cognitive as well as a cultural phenomenon; it arises in the life of an individual through ongoing exchanges of meanings with significant others (Halliday, 1978). The uses of language (e.g., ways of speaking and writing, choices of words) are culturally encoded. Language reflects and reinforces the values and beliefs of a given culture and, at the same time, is shaped by that culture. Language as a cultural tool also mediates how we define ourselves within particular sociocultural contexts and situations. It is an “identity kit” through which we not only define ...

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