Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses

Elliott, Murray; Pinar, William F.; Reynolds, William M.; Slattery, Patrick; Taubaum, Peter M.

doi:10.2307/1585817

Cited by 202 publications

(58 citation statements)

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“…The school curriculum, its content and generally accepted ways of teaching and learning become open to critique and alteration. The notion of understanding curriculum as complicated conversation (Pinar, 2014;Pinar et al, 1995) is salient since it enables the development of dispositions towards curriculum that see it as non-deterministic, tensionfilled, and inherently messy-a vehicle for activism. This kind of disposition is in stark contrast to the tightly framed Tylerian orientation (Tyler, 1949) that characterises the current South African curriculum.…”

Section: Discussion and Concluding Commentsmentioning

confidence: 99%

Towards an integrative philosophy of education: The contemplative case of economic education

Maistry

2023

J. educ. (Univ. KwaZulu-natal)

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Acquiring a basic knowledge of philosophy is usually a deprioritised choice for students in undergraduate programmes. Even a basic philosophy course is seldom mandatory in the hard sciences, although it may be an option in the social sciences. While many undergraduate teacher education programmes have stand-alone courses in the philosophy of education in general educational studies courses, philosophical inspiration is largely drawn from continental philosophy. The extent to which preservice teachers see the wider relevance and application of philosophy of education to the school subjects they teach is uncertain. Also, contemporary philosophy of education courses in the (South) African context may still be paying homage to Western, Eurocentric philosophical canons, despite calls by the student collective in South Africa for African contextual relevance. I present an account of a curriculum initiative in a teacher education course that attempts a disruption of traditional western canons that underpin economics and economic education. I argue that disciplines such as economics are fertile spaces for engaging teacher trainees in a philosophical exposé, with a view to contesting the universality of the philosophies of (economic) sciences to explain contemporary societal crises. I present insights into how the philosophy of education might be conceptualised as an across curriculum competence as opposed to an insular, stand-alone offering.

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Section: Discussion and Concluding Commentsmentioning

confidence: 99%

Towards an integrative philosophy of education: The contemplative case of economic education

Maistry

2023

J. educ. (Univ. KwaZulu-natal)

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“…Sin embargo, varios curricularistas, entre los que destaca Pinar, no estaban convencidos de que el neo marxismo: la reproducción, la resistencia, la hegemonía y otros determinantes sociales y económicos que enarbolaban algunos destacados curricularistas críticos-por ejemplo, Apple, Giroux y Mclaren-dieran posibilidad de un cambio y transformación del papel de la escuela y le otorgaran al docente un papel protagónico y no solo de reproductor del sistema. Los docentes pueden ser un factor de cambio (Pinar et al 2008).…”

Section: La Incorporación Del Estudio De Las Políticas Curriculares D...unclassified

Estudio De Las Políticas Curriculares

Garduño

Fiad

2023

REC - Revista Espaço do Currículo

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El propósito de este trabajo fue analizar los antecedentes y desarrollo del campo de estudio de las políticas curriculares, sus definiciones y delimitaciones, asi como analizar las propuestas de análisis de políticas curriculares basadas en el ciclo clásico de políticas ideado por Harold Laswell. El trabajo traza la evolución y desarrollo de las políticas curriculares desde LA aparición del término a mediados de los años 50 del siglo pasado. Asimismo, enfatiza la importancia de adoptar definiciones más precisas que consideren los diferentes tipos de políticas curriculares. El trabajo concluye con el análisis de enfoques análisis de políticas curriculares que están basados en el ciclo de políticas los cuales toman como principal unidad de análisis los actores involucrados y que estas propuestas pueden complementar otros enfoques que se emplean en el estudio de las políticas curriculares.

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“…As a result, they were not examined for their validity and reliability. Their appropriateness as research tools was substantiated by the fact that the idea of devising them has been based on the web extension activities and the materials provided in the appendices of Schiro's book on curriculum theory (2008), as well as an extensive examination of bibliography related to curriculum heuristics and their practical implementation in the processes of teaching and learning (Kliebard, 2004;Pinar et al, 1995). Each lesson plan corresponded to a different ideology and represented the basic assumptions entailed in each of the four curriculum ideologies proposed by Schiro (1978Schiro ( , 2008Schiro ( , 2013.…”

Section: The Study ' S Design and Instrumentsmentioning

confidence: 99%

IT teachers' beliefs about alternative curriculum designs: Results from a mixed methods study

Drenoyianni

Bekos

2022

The Curriculum Journal

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This paper presents the results of an exploratory sequential mixed methods research project investigating Greek IT teachers' curriculum ideologies. Following the theoretical framework proposed by Michael Schiro, two different measurement tools were designed and implemented for the identification of teachers' philosophical beliefs about the curriculum. In the qualitative phase of the study, 33 semistructured interviews were conducted, in which IT teachers discussed the curriculum designs underlying four different lesson plans, all regarded with the common themes of 'Robots' and 'Robotics'. Based on qualitative data analysis, a survey was administered, using a modified version of Schiro's original 'Curriculum Ideologies Inventory', in which 157 IT teachers participated. The findings of the study illustrated a direct preference towards the well-known, widely recognized and highly promoted 'Social efficiency' ideology, embellished with remodelled elements of a 'Learner-centred' ideology. Both 'SocialReconstruction' and 'Scholar Academic' ideologies were perceived as the edges, or the extremes of a continuum, with the first being conceived as too radical and risky, and the second as too traditional and conservative. On the contrary, the study's results also

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Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses

Cited by 202 publications

References 0 publications

Towards an integrative philosophy of education: The contemplative case of economic education

Towards an integrative philosophy of education: The contemplative case of economic education

Estudio De Las Políticas Curriculares

IT teachers' beliefs about alternative curriculum designs: Results from a mixed methods study

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