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.

Geographical Milieu

Geographical milieu
Robert J. Helfenbein

The curriculum constructed of these particulars will be brought to bear, not in some archetypical classroom, but in a particular locus in time and space with smells, shadows, seats, and conditions outside its walls which may have much to do with what is achieved inside.

—Schwab, 1978, p. 310

Questions around curriculum often begin in the general, the abstract. Certainly, in these times, an educator’s first thoughts often turn to the mandates of the state or district or some new national framework of standards. These structures serve to reinforce the simple definition of curriculum as the “what” of the process of teaching and learning. However, one might notice that the conversation often quickly turns to the particulars of how that curriculum ...

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