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 Corporate–Military–Governmental Milieu

The Corporate–Military–Governmental Milieu

The corporate–military–governmental milieu
Brad J. PorfilioDerek R. Ford

This chapter explores how the contemporary corporate–military–governmental milieu impacts developments within U.S. K–12 schools and society. A critical examination of the contemporary corporate–military–governmental milieu is essential for becoming educated, empowered, and free in a Freirian sense (Freire, 1970) to understand the constitutive forces and structures responsible for breeding oppression and injustice in our daily affairs, as well as to recognize the urgency to become active in the struggle for building socially just schools, institutions, and relationships. Although politicians, government officials, and the corporate elite have supported and promulgated corporate and military imperatives in U.S. schools for about 2 centuries (e.g., schools across the United States in 1832 purchased McGuffey Readers from publishing houses; the National ...

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