For fifteen years, The Curriculum Studies Reader has been a field-defining anthology, bringing together the best scholarship from curriculum studies’ past and present. From John Dewey’s nineteenth-century creed to Nel Noddings’ twenty-first century aims, this thoughtful combination of new and timely essays provides a complete survey of the discipline coupled with concrete examples of innovative curriculum and an examination of contemporary topics. New to this much-anticipated fourth edition are substantive updates to the selections of contemporary readings, including pieces by Thomas Misco and Peter Hlebowitsh, reflecting issues such as globalization and the reconciliation between reconceptualists and traditionalists in regard to curriculum.
Carefully balanced to engage with the history of curriculum studies while simultaneously looking ahead to its future, The Curriculum Studies Reader continues to be the most authoritative collection in the field.
Table of Contents:
Preface
Introduction
I. Looking Back: A Prologue to Curriculum Studies
1. Scientific Method in Curriculum-Making
Franklin Bobbitt
2. A critical Consideration of the New Pedagogy in its Relation to Modern Science
Maria Montessori
3. My Pedagogic Creed
John Dewey
4. The Public School and the Immigrant Child
Jane Addams
5. Dare the School Build a New Social Order
George S. Counts
II. Curriculum At Education’s Center Stage
6. Basic Principles of Curriculum and Instruction
Ralph W. Tyler
7. The Rise of Scientific Curriculum-Making and Its Aftermath
Herbert M. Kliebard
8. Man: A Course of Study
Jerome S. Bruner
9. Objectives
W. James Popham
10. Education Objectives – Help or Hindrance
Elliot W. Eisner
11. The Daily Grind
Phillip W. Jackson
12. Curriculum and Consciousness
Maxine Greene
III. Reconceptualizing Curriculum Theory
13. The Reconceptualization of Curriculum Studies
William E. Pinar
14. Pedagogy of the Oppressed
Paulo Freire
15. Controlling the Work of Teachers
Michael W. Apple
16. The Paideia Proposal
Mortimer Adler
17. The False Promise of the Paideia: A Cricitcal Review of the Paideia Proposal
Nel Noddings
18. Implementation as Mutual Adaptation: Change in Classroom Organization Milbrey Wallin McLaughlin
IV. After a Century of Curriculum Thought: Change and Continuity
19. The Four R’s – An Alternative to the Tyler Rational
William R. Doll Jr.
20. Centripetal Thinking in Curriculum Studies
Peter Hlebowitsh
21. High-Stakes Testing and Curriculum Control: A Qualitative Metasynthesis
Wayne Au
22. Standardizing Knowledge in a Multicultural Society
Christine Sleeter and Jamy Stillman
23. Outside the Core: Accountability in Tested and Untested Subjects
Leslie Siskin
24. What Does it Mean to Say a School is Doing Well?
Elliot W. Eisner
25. Subtractive Schooling, Caring Relations, and Social Capital in the Schooling of U.S. Mexican Youth
Angela Valenzuela
26. Teacher Experiences of Culture in the Curriculum
Elaine Chan
27. Interrupting Heteronormativity: Toward a Queer Curriculum Theory
Dennis Sumara and Brent Davis
28. Silence on Gays and Lesbians in Social Studies Curriculum
Stephen J. Thornton
29. Gender Perspectives on Educating for Global Citizenship
Peggy McIntosh.
30. Moving Beyond Fidelity Expectations: Rethinking Curriculum Reform for Controversial Topics in Post-Communist Setting
Thomas Misco
31. Complementary Curriculum: The Work of Ecologically Minded Teachers
Christy M. Moroye
32. Curriculum for the 21st Century
Nel Noddings
About the Author :
David J. Flinders is Professor of Curriculum Studies in the School of Education at Indiana University, Bloomington, USA.
Stephen J. Thornton is Professor and Chair of the Department of Secondary Education at the University of South Florida, USA.
Review :
Praise for previous editions:
"This Reader is a beginning to study, not an ending. It invites readers to think carefully and, then, to join with colleagues in the construction of decisions about real curriculum questions in real schools for real students."
-- O. L. Davis, Jr., Catherine Mae Parker Centennial Professor of Curriculum and Instruction, The University of Texas at Austin
"…will be of interest to all who want to know why we teach what we teach in schools."
-- Harvard Educational Review
