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 Youth Cultural Milieu

The Youth Cultural Milieu

The youth cultural milieu
Debbie SonuSherick Hughes

Youth can no longer be understood as a rigid set of developmental stages nor fully described by predetermined cultural scripts, such as age, race, class, gender, sexuality, and religion (e.g., Brown, 2011; Dimitriadis, 2007; Lesko & Talburt, 2012). To understand youth in their lived experiences, educators and researchers must accept the historically complex and oftentimes contradictory meanings that youth and youth culture evoke. This emergent field draws from an array of disciplines, including developmental psychology, sociology, cultural studies, as well as postcolonial, postmodernist, and poststructural thought (Cieslik & Simpson, 2013). It involves the examination of evolving identities, as they are caught within the imagination of adults and adulthood. Such impressions of youth are, therefore, intensely ...

  • 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