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 Gender, Sexuality, and Queer Milieu

The Gender, Sexuality, and Queer Milieu

The gender, sexuality, and queer milieu
Susan W. WoolleyTherese QuinnErica R. Meiners

Aqueer frame is central to this chapter. Queerness offers the theoretical lens through which gender and sexuality, and more broadly notions of normalcy, are viewed and analyzed. Specifically, the writers assume queerness as a perspective that, as Cathy Cohen (1999) proposed, is anchored by a politics of radical social transformation. Our contribution is informed by Cohen’s (1997) critiques of queer activism that reinforces simple binaries such as between heterosexual and queer—and at the same time homogenizes identity—as well as by her vision of social change organizing based on points of marginality and nonnormativity—or understanding one’s relation to power. As Cohen notes, a transformative and inclusive concept of queer ...

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