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913:, and preparation for life through rigorous intellectual training of young minds to think clearly, logically, and independently". The result was a return to curricula similar to the classicists of the 1890s and the modern birth of the traditionalists, with massive federal funding for curriculum development provided by the National Defense Act of 1958.
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previous experiences, serves as a guide to future experience; it gives direction; it facilitates control; it economizes effort, preventing useless wandering, and pointing out the paths which lead most quickly and most certainly to a desired result". He envisioned "the child and the curriculum are simply two limits which define a single process".
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which acknowledges that there is a plurality within teaching and learning for students of diversity. Current research suggests that educational structure is oppressive to students of diversity and is an obstacle to integration into society and student achievement. Current multicultural education
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world, including the United States, has been criticized as being "ahistorical and atheoretical, and as a result prone to difficult problems in its implementation". But there are theorists who are looking beyond curriculum as "simply as a collection of study plans, syllabi, and teaching subjects.
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Joseph J. Schwab was instrumental in provoking curriculum developers to think beyond the traditionalist approach. In his 1969 paper "The
Practical: A Language for Curriculum" he declared the curriculum field "moribund". This, plus the social unrest of the 1960s and '70s stirred a new movement of
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is often credited with starting the movement. These reformers felt that curriculum should be child driven and at the child's present capacity level. To aid in understanding the relationship of curriculum and child, Dewey described curriculum as, "a map, a summary, an arranged and orderly view of
888:
backgrounds. This is a controversial view but multicultural education argues that traditional curriculum does not adequately represent the history of the non dominant group. Nieto (1999) supports this concern for students who do not belong to the dominant group and seem to have challenging
786:, an educational sociologist who promoted social efficiency and vocational education, and W.W. Charters (1875-1952), a teacher educator who felt that "curriculum was comprised of those methods by which objectives are determined". By using education as an efficiency tool, these
767:...consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities." From this idea, he suggested that curriculum was a series of experiences that children have in order to meet "
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a secondary consideration). This supports the classical theory, which previously emphasized a method of teaching school subjects using memorization and recitation as primary instructional tools. The theory itself claims three constituent faculties or power:
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W.F. Pinar describes the present field "balkanized...divided into relatively separate fiefdoms or sectors of scholarship, each usually ignoring the other except for occasional criticism." The top-down governmental control of educational curriculum in the
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Jabbar, A., & Hardaker, G. (2013). The role of culturally responsive teaching for supporting ethnic diversity in
British University Business Schools. Teaching in Higher Education, 1–13. doi:10.1080/13562517.2012.725221.
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Jabbar, A., & Hardaker, G. (2013). The role of culturally responsive teaching for supporting ethnic diversity in
British University Business Schools. Teaching in Higher Education, 1–13. doi:10.1080/13562517.2012.725221
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Sabry, N. S., & Bruna, K. R. (2007). Learning from the experience of Muslim students in
American schools: Towards a proactive model of school-community cooperation. Multicultural Perspectives, 9(3),
727:, including the Herbartians, who organized the Herbart Club in 1892, and later the National Herbart Society (1895-1899). Their philosophy was based on the thoughts of Johann Frederich Herbart, a German
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The Social
Efficiency and Progressive Reform movements were rivals throughout the 1920s in the United States, with the 1930s belonging to the Progressives, or a curriculum combining aspects of both.
687:
The idea is that education should expand the faculty of the mind and this is achieved through the key concepts of discipline and furniture. The faculty theory, which steered curriculum policy for
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Instead, the curriculum becomes the outcome of a process reflecting a political and societal agreement about the what, why, and how of education for the desired society of the future."
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perspectives. James MacDonald states "one central concern of theorists is identifying the fundamental unit of curriculum with which to build conceptual systems. Whether this be
739:, who believed that "the mere memorizing of isolated facts, which had characterized school instruction for ages, had little value of either educational or moral ends".
1363:
830:'s Basic Principles of Curriculum and Instruction (1949) swung the pendulum of curriculum theory away from child centeredness toward more generalized behaviors.
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McGee Banks, C. A., & Banks, J. A. (1995). Equity pedagogy: An essential component of multicultural education. Theory into
Practice, 34(3), 152–158
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M. Priestley (2011). Whatever happened to curriculum theory? Critical realism and curriculum change. Pedagogy, Culture & Society, 19, 2, 221-237.
926:, Ross Mooney, Herbert M. Kliebard, Paul Klohr, Michael Apple, W.F. Pinar, and others, created ways of thinking about curriculum and its role in the
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905:
accused the
American public of indifference to intellectual achievement. "Our schools must return to the tradition of formal education in
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and junior high schools to address the curriculum designed around specific life activities that correlated with each student's determined
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of curriculum, ways of viewing current educational curriculum and policy decisions, and theorizing about the curricula of the future.
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Smith, M. K. (1996, 2000) ‘Curriculum theory and practice' the encyclopaedia of informal education, www.infed.org/biblio/b-curric.htm.
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and applied them to the classroom. He believed that "curriculum must directly and specifically prepare students for tasks in the
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161:
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Nieto, S. (1999). The Light in Their Eyes: Creating
Multicultural Learning Communities. Multicultural Education Series. ERIC.
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The progressive reform movement began in the late 1870s with the work of
Colonel Francis Parker, but is most identified with
672:, which pertains to the affections and passions that enable human beings to experience pleasure, pain, love, and hate; and,
1302:
Banks, J. A. (1995). Multicultural education and curriculum transformation. The
Journal of Negro Education, 64(4), 390–400
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Banks, J. A. (1995). Multicultural education and curriculum transformation. The Journal of Negro Education, 64(4), 390–400
1394:
J.C. Tedesco, R. Opertii, and M. Amadio (2014). The curriculum debate: Why it is important today. Prospects, 44, 527-546.
1266:
Gay, G. (2002). Preparing for culturally responsive teaching. JOURNAL OF TEACHER EDUCATION-WASHINGTON DC-, 53(2), 106–116
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theory suggests that curriculum and institutional change is required to support the development of students from diverse
168:
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curriculum experiences that conflict with their personal cultural identity and their wider community reference groups.
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H. Rickover (1959) in W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc., p. 154.
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future. The socially efficient curriculum consisted of minute parts or tasks that together formed a bigger concept.
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Hamilton (1989) in W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc., p. 71.
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H.M. Kliebard (1989). Problems of Definition of Curriculum. Journal of Curriculum and Supervision, 5, 1, 1-5.
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Report on the Defense of the Classics in 1828, which promoted the study of a classical curriculum, including
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J.J. Wallin (2011). What is ?Curriculum Theorizing: for a People Yet to Come. Stud Philos Educ, 30, 285-301.
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Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses
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Pinar defines the contemporary field of curriculum theory as "the effort to understand curriculum as a
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believed that society could be controlled. Students were scientifically evaluated by testing (such as
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Dewey, J. (1902). The Child and the Curriculum (pp. 1-31). Chicago: The University of Chicago Press.
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which argues for the need to reconceptualise, re-envision, and rethink American schooling. Numerous
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d'Souza, D. (1991). Illiberal education: The politics of race and sex on campus. Simon and Schuster
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W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc., p. 148-151.
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W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc., p. 116-142.
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W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc., p. 90-101.
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W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc., p. 176.
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W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc., p. 75.
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W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc., p. 78.
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W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc., p. 75.
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W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc., p. 72.
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W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc., p. 16.
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J.B. MacDonald (1971). Curriculum Theory. The Journal of Educational Research, 64, 5, 195-200.
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W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc., p. 5.
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What educational experiences can be provided that are likely to attain these purposes?
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on Elementary Education (1895) and the Committee on College Entrance Requirements.
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Tyler's theory was based on four fundamental questions which became known as the
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Different schools of Curriculum Theory developed as a reaction to the
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21st Century Standards and Curriculum: Current Research and Practice
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Freire, P. (2000). Pedagogy of the oppressed. Bloomsbury Publishing.
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What educational purposes should the school seek to attain?
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that enables him to make judgments and comprehend meanings.
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path an individual takes. CT can be approached from the
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The Struggle for the American Curriculum, 1893–1958
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984:See also
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670:emotions
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564:patterns
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928:academy
899:Sputnik
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