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.

Popular Cultural Milieu Illustrated Through a Hip-Hop Culturally Values-Driven Pedagogy

Popular Cultural Milieu Illustrated Through a Hip-Hop Culturally Values-Driven Pedagogy

Popular cultural milieu illustrated through a hip-hop culturally values-driven pedagogy
Sunni AliKimya Barden

“2Pac,” “Lil Wayne,” and “Lil’ Kim” enter your classroom. They seem to be high on marijuana; are dressed in modern, hip attire; and are fashionably late to your classroom. As always, they like to sit in the back of the room talking, laying their heads down onto the desk, or “chilling” nonresponsively to the lessons taking place within your setting. Does this sound familiar? It should, as numerous studies have raised concern about the critical engagement, initiative, and performance of low-income minority students, particularly those attending urban schools. Absenteeism and dropout rates among low-income minority students raise concerns about their attitudes toward curriculum ...

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