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This new edition of the classic text extends the scope of critically-oriented work in curriculum studies.
Such was the praise for the first edition of The Curriculum. Now Landon E. Beyer and Michael W. Apple join together with other notable contributors in this new edition to examine a range of issues, ideas, and practices connected to the development, evaluation, and effects of curriculum ideas and practices.
With substantially new and revised material, the book includes both historical and contemporary efforts to redefine the public school curriculum. It analyzes both the explicit ideas that are conveyed through the curriculum as well as the social, political, aesthetic, ethical, and moral perspectives and values with which curriculum is connected. In outlining both theoretical and practical aspects of the curriculum, and the social values and purposes with which they are connected, the book raises a host of important questions and dilemmas about the nature and direction of educational policies and practices.
Taking an integrated perspective, The Curriculum outlines both theoretical issues and practical possibilities, in the process raising questions about the nature and direction of educational policies and practices. As it clarifies the connections between social possibility and the concrete realities of classrooms and other educational arenas, this book elucidates the meaning and value of education, and some of the reasons for the continuing debates within the field.
"This is an excellent, carefully edited, well-produced curriculum reader that deserves to do very well indeed, if only because it embodies so much that James B. Macdonald taught about the study of the curriculum; namely that it is a human endeavor, not a scientific pursuit." — Comparative Education Review
Introduction
1. Values and Politics in the Curriculum
Landon E. Beyer and Michael W. Apple
I. Curriculum: Its Past and Present
2. The Effort to Reconstruct the Modern American Curriculum
Herbert M. Kliebard
3. Contestation and Curriculum: The Efforts of American Socialists, 1900–1920
Kenneth N. Teitelbaum
4. What Goes on in Classrooms? Is This the Way We Want It?
Kenneth A. Sirotnik
II. Curriculum and Planning
5. Models of Curriculum Planning
George J. Posner
6. Multicultural Curricula: "Whose Knowledge?" and Beyond
Susan E. Noffke
7. What We've Learned from "Living in the Future"
Barbara Brodhagen, Gary Weilbacher, and James A. Beane
III. Curriculum and Knowledge Selection
8. Curriculum Platforms and Moral Stories
Thomas E. Barone and Donald S. Blumenfeld-Jones
9. The Culture and Commerce of the Textbook
Michael W. Apple
10. Democracy and the Curriculum
George H. Wood
IV. Curriculum and the Work of Teachers
11. Toward a Theory of Culturally Relevant Pedagogy
Gloria Ladson-Billings
12. Teaching, Gender, and Curriculum
Sara E. Freedman
13. Schooling for Democracy: What Kind?
Landon E. Beyer
V. Curriculum and Technology
14. The Regime of Technology in Education
Douglas D. Noble
15. A Critical Analysis of Three Approaches to the Use of Computers in Education
Michael J. Streibel
16. Teaching and Technology: The Hidden Effects of Computers on Teachers and Students
Michael W. Apple
VI. Curriculum and Evaluation
17. The Human Problems and Possibilities of Curriculum Evaluation
George Willis
18. Developing Curriculum through School Self-Evaluation
Helen Simons
19. Democratic Evaluation: Aesthetic, Ethical Stories in Schools
Landon E. Beyer and Jo Anne Pagano
Contributors
Index