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 and Pedagogy for Communal Well-Being

Teachers and Pedagogy for Communal Well-Being

Teachers and pedagogy for communal well-being
Nathalia E. Jaramillo

Since the onset of formal, primarily Western, systems of education, teaching has been informed by a set of social relations that are deeply imbedded in a colonial–capitalist history and legacy. The first schools to emerge in the United States, for example, overtly implemented differentiated and exclusionary curricula and instructional practices to reproduce a stratified social order. An elite pedagogy based on the “classics” was offered to the sons of the upper classes, whereas young girls, indigenous people, immigrants, and the children of slaves were either excluded from education altogether or forcibly assimilated into their predetermined roles as housewives, domestic servants, or laborers. Those early days of reproducing social roles (in sociological ...

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