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 Critical Citizens/Educated Subjects but Not as Commodities/Tested Objects

Students as Critical Citizens/Educated Subjects but Not as Commodities/Tested Objects

Students as critical citizens/educated subjects but not as commodities/tested objects
Kenneth J. SaltmanAlexander J. Means

In the past 30 years, educational policy has been dramatically transformed in the United States through the language and culture of business and the military. Terms such as accountability, standards, performance, efficient delivery, and alignment have been invoked to justify a particular view of teaching and learning. In this now dominant view, knowledge is treated as a consumable good produced by “experts” housed within educational corporations, delivered by teachers, and consumed by students. The principal concern within this perspective is the practical question of the delivery and enforcement of curriculum as a quantifiable set of “skills” and “facts.” This has given ...

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