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.

Teachers as Activists

Teachers as Activists

Teachers as activists
Crystal T. LauraAisha El-Amin

An intuitive approach to this chapter would be to pounce on commonly accepted, yet narrowly defined, definitions of teacher activist that conjure images of fist-pumping call-andresponse marchers with picket signs and union cards. Being teachers in Chicago—a space many refer to as the epicenter of educational reform and resistance we, the authors, resonate with these vivid images. Yet, for two related reasons, we have deliberately chosen to explore a broader conception of teachers as activists. The first reason is tactical, as this guide is geared toward an audience of newcomers to the field of curriculum, and we want to avoid giving off the wrong impression. The second reason is practical: There is some dissension, even between ...

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