Overview
Encompasses an analysis of the lived educational experiences of teachers and students across the twentieth century focusing on issues of educational equity
Uses an inquiry framework in examining the relationships between specific curriculum and teacher materials
Provides comprehensive, inquiry-based analysis on curriculum issues by challenging the compartmentalized understanding of philosophy and curriculum foundation
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Table of contents (8 chapters)
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Front Matter
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Back Matter
Keywords
About this book
This book brings readers into classrooms and communities to explore critical curriculum issues in the United States throughout the twentieth century by focusing in on the voices of teachers, administrators, students, and families. Framed by an enduring question about curriculum, each chapter begins with an essay briefly reviewing the history of topics such as student resistance, sociopolitical and culturally-centered curricula, curriculum choice, the place and space of curriculum, linguistic policies for sustaining cultural heritages, and grading and assessment. Multiple archival sources follow each essay, which allow readers to directly engage with educators and others in the past. This promotes an in-depth historical analysis of contemporary issues on teaching for social justice in the fields of curriculum studies and curriculum history. As such, this book considers educators in the past—their struggles, successes, and daily work—to help current teachers develop more historically conscious practices in formal and informal education settings.
Reviews
—Dionne Danns, Associate Professor and Chair of the Department of Educational Leadership and Policy Studies, Indiana University Bloomington, USA “This is the kind of book my students and I have been waiting for! The authors expertly interweave historical sources with careful analysis and insightfully demonstrate how curriculum is perpetually constructed and reconstructed. Rather than treat instructional practice as a story with linear development, the book creatively illustrates how American schooling is a delicate interplay of theory with practice, change with curricular traditions, and politics with classroom decision-making.”
—David Gamson, Associate Professor of Education in the Department of Education Policy Studies at Penn State University, USA
Authors and Affiliations
About the authors
Ann Marie Ryan is Professor of Curriculum and Instruction and Chair of Interdisciplinary Learning and Teaching at the University of Texas at San Antonio, USA.
Charles Tocci is Assistant Professor of Education at Loyola University Chicago, USA.
Seungho Moon is Associate Professor of Curriculum Studies at Loyola University Chicago, USA.
Bibliographic Information
Book Title: The Curriculum Foundations Reader
Authors: Ann Marie Ryan, Charles Tocci, Seungho Moon
DOI: https://doi.org/10.1007/978-3-030-34428-3
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2020
Hardcover ISBN: 978-3-030-34427-6Published: 18 December 2019
Softcover ISBN: 978-3-030-34430-6Published: 18 December 2020
eBook ISBN: 978-3-030-34428-3Published: 06 December 2019
Edition Number: 1
Number of Pages: XIII, 177
Number of Illustrations: 8 b/w illustrations, 1 illustrations in colour
Topics: Curriculum Studies, Assessment, Testing and Evaluation, History of Education, Teaching and Teacher Education