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 Socioeconomic Class Milieu

The Socioeconomic Class Milieu

The socioeconomic class milieu
Adam HowardKaty Swalwell

Socioeconomic class is a deceptively simple sociological category, one that has ironically been described as an “inherently indescribable concept” (Conley, 2008, p. 367). Social class is often reduced to whether someone is rich or poor; these “folk conceptions of class” often highlight life trajectories related to education, occupation, and income. Certainly, how much money people have, how they earn their money, and what they do with their money are key elements to understanding what constitutes socioeconomic status. In this vein, Wright and Rogers (2010) identified a taxonomy of positions within a capitalist class structure based primarily upon education, money, and wealth: a small yet extremely rich corporate managerial class; an unstable middle class whose position ...

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