We will develop the habits of mind that develop curriculum theorizing—that is we will draw from different theoretical frameworks—and use those frameworks to investigate the questions of learning and teaching that interest us and the subject areas in which we work.
This work was aimed at administrative convenience rather than intellectual necessity. Newlon developed curriculum in specific subject areas at the same grade level (horizontal integration) and across grade levels (vertical integration).
He invited teachers trained in different academic backgrounds to develop the courses of study.
Our schools are, in a sense, factories in which the raw products (children) are to be shaped and fashioned into products to meet the various demands of life. The specifications for manufacturing come from the demands of twentieth-century civilization, and it is the business of school to build its pupils according to the specifications laid down. This demands good tools, specialized machinery, continuous measurement of production to see if it works according to specifications, the elimination of waste in manufacture, and large variety in the output.
[I]nternationalizing curriculum inquiry might best be understood as a process of creating transnational “spaces” in which scholars from different localities collaborate in reframing and decentering their own knowledge traditions and negotiate trust in each other’s contributions to their collective work. -Noel Gough (2003)