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.

Deschooling, Homeschooling, and Unschooling in the Alternative School Milieu

Deschooling, Homeschooling, and Unschooling in the Alternative School Milieu

Deschooling, homeschooling, and unschooling in the alternative school milieu
Kristin D. JonesCynthia Cole RobinsonKelly P. Vaughan

Schooling, a sacred cow of our modern culture, pervades our lives in countless ways. Those who choose a form of home education often feel dismissed or judged unfairly by their neighbors and the academy. We wish to clarify the wide range of reasons for and types of schooling alternatives, dispel derogatory generalizations, summarize critiques of home education, and celebrate the diverse alternatives in a democracy.

The impetus for these alternatives comes from many critiques of schooling, including schools teach obedience over criticism; schools neglect a child’s happiness; children deserve more freedom in their curricular choices; schools commodify learning; students become separated from ...

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