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.
Students as Curriculum
Students as Curriculum
Who knows what is worthwhile for the educational benefit of a student? The phrase students as curriculum refers to a tradition of perspectives on curriculum and teaching that have persisted in education for over a century (Schultz, 2011), fostering an ongoing debate. What knowledge and content should be devised, developed, and designed for and taught to students to enable them to become more fully functioning members of society? Should curriculum development be exclusively the prerogative of credentialed adults, educational experts, and policy makers, or should it involve the public, parents, and students themselves? If curriculum as subject matter is designed by experts, is it received by all students in the same way? Or do students ...