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.
Subject matter as curriculum
Introducing Part I: Subject Matter as Curriculum
Subject matter is one important dimension or commonplace of curriculum; however, it cannot be comprehended in any full sense without perceiving its interrelationship and interdependence with the other three commonplaces (teachers, learners or students, and milieu). The interdependence among commonplaces, which is in constant flux, necessitates that educators continuously rebalance the relationship among the commonplaces through ongoing deliberation. Thus, those involved in any educational situation must ask: How do the subject matter and the teachers influence one another? How do the subject matter and the students affect one another? How does the milieu or environment (broadly conceived) have mutual influence with the subject matter? Additionally, how does ...