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.

Indigenous Land and Decolonizing Curriculum

Indigenous Land and Decolonizing Curriculum

Indigenous land and decolonizing curriculum
Eve Tuck

Curriculum has a long history as a tool of settler colonialism, a history that includes resistance from Indigenous peoples. As Eve Tuck and K. Wayne Yang (2014b) wrote of one such incident of resistance,

In 1895, 19 Hopi men were incarcerated in the prison facility on Alcatraz Island, “because,” as reported by a San Francisco newspaper, “they would not let their children go to school.” The U.S. Federal Government had enacted policies in Orayvi and across Hopi lands that were designed to limit Hopi sovereignty and facilitate settler colonialism. The new policies divided shared land into individual tracts, removed Hopi people from mesas, required new agricultural practices, and demanded that Hopi children attend far away ...

  • 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