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.

Learning From/With Multicultural Children’s Literature

Learning From/With Multicultural Children’s Literature

Learning from/with multicultural children’s literature
Maria José Botelho

Metaphors of mirrors, windows, and doors have a long association with multicultural children’s literature. Children’s books can serve as mirror reflections of readers’ identities and lived experiences. They also can function as windows into other people’s cultural circumstances through characters’ eyes and experiences. Through the readers’ imagination, the window can become “a sliding glass door” that allows the reader to be part of the world created by the texts’ words and/or images, expanding the readers’ view of society (Bishop, 1990). Literature can transform readers’ lives because of its potential to affirm and diversify their social experience.

These metaphors call attention to who is represented, underrepresented, misrepresented, and invisible in multicultural children’s literature. Multicultural children’s ...

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