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Author: Denis Lawton
Publisher: Routledge
ISBN: 1136710086
Category : Education
Languages : en
Pages : 170
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Book Description
If the curriculum can be defined as a ‘selection from the culture of society’, the central question then becomes ‘who selects’. This volume answers this question, reviewing various aspects of the curriculum and its planning. For many years the control of the curriculum was uncontroversial. In the 1970s this situation changed: teachers were increasingly criticised for having too much power; the Department of Education was suspected of wanting more control and local education authorities felt they should be more involved in curriculum planning. In reviewing some of the reasons for these conflicting pressures, two central themes emerge: first, the change from a partnership model of control to a complex system of accountability; and second the fact that these and many other changes which occur tend to be brought about as a result of secret decisions and central manipulation rather than through open negotiation. Among the areas covered are the changing position of teachers and the Department of Education, the influence of examinations on the curriculum, and some political aspects of curriculum evaluation and the different models used.
Author: Denis Lawton
Publisher: Routledge
ISBN: 1136710086
Category : Education
Languages : en
Pages : 170
Get Book Here
Book Description
If the curriculum can be defined as a ‘selection from the culture of society’, the central question then becomes ‘who selects’. This volume answers this question, reviewing various aspects of the curriculum and its planning. For many years the control of the curriculum was uncontroversial. In the 1970s this situation changed: teachers were increasingly criticised for having too much power; the Department of Education was suspected of wanting more control and local education authorities felt they should be more involved in curriculum planning. In reviewing some of the reasons for these conflicting pressures, two central themes emerge: first, the change from a partnership model of control to a complex system of accountability; and second the fact that these and many other changes which occur tend to be brought about as a result of secret decisions and central manipulation rather than through open negotiation. Among the areas covered are the changing position of teachers and the Department of Education, the influence of examinations on the curriculum, and some political aspects of curriculum evaluation and the different models used.
Author: Wayne Au
Publisher: Routledge
ISBN: 1136655336
Category : Education
Languages : en
Pages : 154
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Book Description
A CHOICE Outstanding Academic Title 2012! Critical Curriculum Studies offers a novel framework for thinking about how curriculum relates to students’ understanding of the world around them. Wayne Au brings together curriculum theory, critical educational studies, and feminist standpoint theory with practical examples of teaching for social justice to argue for a transformative curriculum that challenges existing inequity in social, educational, and economic relations. Making use of the work of important scholars such as Freire, Vygotsky, Hartsock, Harding, and others, Critical Curriculum Studies, argues that we must understand the relationship between the curriculum and the types of consciousness we carry out into the world.
Author: Tony Becher
Publisher: Taylor & Francis
ISBN: 1040123546
Category : Education
Languages : en
Pages : 154
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Book Description
Curriculum development occupied an increasingly important place on the educational scene in the mid 1960s, foreshadowing much of the national debate initiated by the Prime Minister of Britain in late 1976. The agencies for development take different forms in different countries, but the underlying issues are remarkably similar across the globe. It is the basic framework common to all planned curriculum change which The Politics of Curriculum Change (originally published in 1978) is concerned to bring into sharper focus. A major consideration in embarking on or analysing any curriculum programme is the extent to which it reflects public concerns about education. The notion of the ‘public curriculum’ is a central strand in the authors’ argument. It leads naturally into a discussion of mechanisms for control and development, and the political acceptability of new proposals to teachers, parents, pupils, and the public at large. But curriculum change has its internal, as well as its external politics. These are reflected in the contrasting styles of development, varied forms of evaluation, and in the conflicting response of the profession, both to change of the curriculum as a whole, and to a piecemeal subject-by-subject approach. The authors give these working aspects of curriculum development as careful attention as they afford to the larger issues of schooling in society. All in all, this book offers a view which has not hitherto been clearly articulated, but which is essential to understanding what curriculum development is all about. Its authors are in a good position to do this: one had a particularly close involvement with the external, and the other with the internal politics of development, and they previously worked together on an international study of curriculum.
Author: Diana E. Hess
Publisher: Routledge
ISBN: 1317575024
Category : Education
Languages : en
Pages : 289
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Book Description
WINNER 2016 Grawemeyer Award in Education Helping students develop their ability to deliberate political questions is an essential component of democratic education, but introducing political issues into the classroom is pedagogically challenging and raises ethical dilemmas for teachers. Diana E. Hess and Paula McAvoy argue that teachers will make better professional judgments about these issues if they aim toward creating "political classrooms," which engage students in deliberations about questions that ask, "How should we live together?" Based on the findings from a large, mixed-method study about discussions of political issues within high school classrooms, The Political Classroom presents in-depth and engaging cases of teacher practice. Paying particular attention to how political polarization and social inequality affect classroom dynamics, Hess and McAvoy promote a coherent plan for providing students with a nonpartisan political education and for improving the quality of classroom deliberations.
Author: Kenneth J. Saltman
Publisher: Routledge
ISBN: 1317253957
Category : Education
Languages : en
Pages : 171
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Book Description
'The Politics of Education' provides an introduction to both the political dimensions of schooling and the politics of recent educational reform debates. The book offers both undergraduates and starting graduate students in education an understanding of numerous dimensions of the contested field of education, addressing questions of political economy and class, cultural politics, race, gender, globalisation, neoliberalism, and biopolitics. Discussions work through contemporary reform debates that include some of the most widely discussed reform topics such as school privatisation, standardised testing, common core curriculum, discipline, and technology. The book covers contemporary educational debates and seriously considers views across the political spectrum from the vantage point of critical education, emphasising schooling for broader social equality and justice.
Author: Joel Spring
Publisher: Taylor & Francis
ISBN: 1136881522
Category : Education
Languages : en
Pages : 295
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Book Description
Turning his distinctive analytical lens to the politics of American education, Joel Spring looks at contemporary educational policy issues from theoretical, practical, and historical perspectives. This comprehensive overview documents and explains who influences educational policy and how, bringing to life the realities of schooling in the 21st century and revealing the ongoing ideological struggles at play. Coverage includes the influence of global organizations on American school policies and the impact of emerging open source and other forms of electronic textbooks. Thought-provoking, lucid, original in its conceptual framework and rich with engaging examples from the real world, this text is timely and useful for understanding the big picture and the micro-level intricacies of the multiple forces at work in controlling U.S. public schools . It is the text of choice for any course that covers or addresses the politics of American education. Companion Website: The interactive Companion Website accompanying this text includes relevant data, public domain documents, YouTube links, and links to websites representing political organizations and interest groups involved in education.
Author: Deborah Youdell
Publisher: Routledge
ISBN: 1136884181
Category : Education
Languages : en
Pages : 176
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Book Description
This book sets out a series of possible approaches to pursuing social justice in and through educational settings. It identifies a series of key features of the contemporary political, theoretical and popular landscape in relation to school practice.
Author: Geoff Whitty
Publisher: Routledge
ISBN: 1135835675
Category : Social Science
Languages : en
Pages : 218
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Book Description
The rise of a radical 'new' sociology of education during the early 1970s focused attention on the nature of school knowledge. Although this new approach was set to revolutionize the subject, within a few years, many people considered these developments an eccentric interlude, with little relevance to curriculum theory or practice. First published in 1985, this book offers a more positive view of the new sociology of education and its contribution to our understanding of the curriculum. In doing so, it argues that some of the radical promise of the new sociology of education could be realised, but only if sociologists, teachers and political movements of the left work more closely together
Author: Jay McTighe
Publisher: ASCD
ISBN: 1416615709
Category : Education
Languages : en
Pages : 130
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Book Description
What are "essential questions," and how do they differ from other kinds of questions? What's so great about them? Why should you design and use essential questions in your classroom? Essential questions (EQs) help target standards as you organize curriculum content into coherent units that yield focused and thoughtful learning. In the classroom, EQs are used to stimulate students' discussions and promote a deeper understanding of the content. Whether you are an Understanding by Design (UbD) devotee or are searching for ways to address standards—local or Common Core State Standards—in an engaging way, Jay McTighe and Grant Wiggins provide practical guidance on how to design, initiate, and embed inquiry-based teaching and learning in your classroom. Offering dozens of examples, the authors explore the usefulness of EQs in all K-12 content areas, including skill-based areas such as math, PE, language instruction, and arts education. As an important element of their backward design approach to designing curriculum, instruction, and assessment, the authors *Give a comprehensive explanation of why EQs are so important; *Explore seven defining characteristics of EQs; *Distinguish between topical and overarching questions and their uses; *Outline the rationale for using EQs as the focal point in creating units of study; and *Show how to create effective EQs, working from sources including standards, desired understandings, and student misconceptions. Using essential questions can be challenging—for both teachers and students—and this book provides guidance through practical and proven processes, as well as suggested "response strategies" to encourage student engagement. Finally, you will learn how to create a culture of inquiry so that all members of the educational community—students, teachers, and administrators—benefit from the increased rigor and deepened understanding that emerge when essential questions become a guiding force for learners of all ages.
Author: Kenneth Teitelbaum
Publisher: Routledge
ISBN: 1000058115
Category : Education
Languages : en
Pages : 264
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Book Description
Focusing on a wide range of critical issues, this book provides a comprehensive analysis of the linkage of different educational ideas, policies, and practices to a commitment for democratic schooling. Informed by significant, interdisciplinary research, as well as by his own extensive professional experiences as a teacher, professor, department chair, and dean, Teitelbaum examines contemporary concerns related to three broad areas: 1) teaching and teacher education; 2) curriculum studies; and 3) multiculturalism and social justice. His approach is to integrate the current and the historical, the practical and the theoretical, the technical and the socio-political, and the personal and the structural. With this volume, Teitelbaum considers how schools should be organized and funded, what they should teach and to whom, the role that teachers, students, and parents should play in school life, and the need and prospects for schools and teacher education programs that foster meaningful learning, critical reflection, and social justice.
