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.

Browning the Curriculum: A Project of Unsettlement

Browning the Curriculum: A Project of Unsettlement

Browning the curriculum: a project of unsettlement
Rubén Gaztambide-Fernández

This chapter describes an impossible project— perhaps an oxymoron. “Browning” the curriculum involves the exhumation of ghosts past and present, and like the process of caramelizing by exposing raw food to high heat, it aims to transform—even undo—the very thing it seeks to understand: curriculum and the work curriculum does. At the hands of those who have been historically marginalized by the curriculum, this is a messy process that leaves dirty marks—not just new marks, but alterations on marks that were there to begin with and that have been covered by the layers that domestication leaves behind.

This chapter outlines the contours of “browning” as an attempt to unsettle curriculum—both its ...

  • 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