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.

The Neglected Historical Milieu

The Neglected Historical Milieu

The neglected historical milieu
William H. Watkins

Constructing any essay on the “historical milieu” of curriculum is a daunting task. Where do we start? Where do we end? What gets included? Who gets included? What viewpoint(s) or theoretical model(s) get embraced? How do complex and layered issues get woven, integrated, and articulated? Can causal claims, assertions, and generalizations be made? How can critically understanding historical milieu provide enhanced perspective for dealing with the flow of issues regarding teachers, students, and subject matter (Schwab, 1969)? How do we include perspectives and contributions that have been previously excluded?

The focus of this chapter is to introduce and explore salient issues shaping the historical milieu of curriculum with a particular emphasis on neglected perspectives on African ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles