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.

Critical Race/Feminist Currere

Critical Race/Feminist Currere

Critical race/feminist currere
Denise Taliaferro Baszile

If we understand education as a journey toward self-understanding, then the critical and reoccurring question (perhaps in different forms) is who am I? The question can be answered in a superficial sense by stating one’s name, race, gender, religion, parentage, and then some. But to be consciously and willfully on a journey toward self-understanding would require that the question be engaged through deep and ongoing contemplation, the kind proposed by the method of currere (Pinar, 2004). In the field of curriculum theory, currere is often engaged as a way to think specifically about one’s own educational experience in the context of the historical, social, political, and cultural realties that give it meaning. It helps one explore how ...

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