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.

Popular Culture as Subject Matter

Popular Culture as Subject Matter

Popular culture as subject matter
Greg Dimitriadis

Popular culture is a complex term. It can denote everything from mass-marketed, commodified pop culture to the everyday cultural practices of particular groups. For example, the term can encompass the mass culture appeal of reality shows such as Jersey Shore as well as the traditional, elaborate quinceañera parties that many Latino families throw on their daughter’s 15th birthday. Each are “popular” practices. In the first case, popular denotes something like “mass culture.” In the second case, it denotes something like “folk culture.” Both are examples of “popular culture.”

The term itself underscores how difficult it is to locate the specific “content” of popular culture in popular culture texts. After all, no less than Shakespeare himself ...

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