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 Cultural Workers

Teachers as Cultural Workers

Teachers as cultural workers
Matthew KnoesterMin Yu

Whether education is understood as the reproduction of a culture for a new generation or as the improvement or transformation of that culture (Gutierrez, 2000), education is a cultural intervention in which teachers play a significant role. In what ways can teaching be understood as “cultural” work? How might teachers see themselves as “cultural workers” (Freire, 2005)? How should teachers go about doing that work? These questions foreground the ideas and arguments this chapter aims to address. We argue that the concept of teachers as cultural workers involves two core commitments. Teachers are deeply committed to empowering students to make substantial societal change. Teachers are committed to bringing about social change as active citizens within ...

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