This document provides an overview of a lecture on curriculum theory. It discusses different conceptions of curriculum, including curriculum as the explicit, planned lessons and objectives, as well as the implicit and null curriculums which refer to the unintended learning of values and attitudes and ideas that are excluded. It also examines different approaches to curriculum, such as the academic idealist, techno-rationalist, learner-centered, and social reconstructionist perspectives. The lecture emphasizes that curriculum constitutes particular ways of reasoning and standards at the expense of others, and functions both to reproduce and transform society and culture.
Sources of Curriculum Design is a topic from the subject Advanced Curriculum Development (EdM 402) of the degree Master of Arts in Educational Management, science as a source, society as a source, moral doctrine as a source, group activity, smartart, graphic organizer, sources of curriculum, conceptual framework, curriculum design qualities, types of curriculum design, scoring rubric
THEORIES OF CURRICULUM AND THEIR MAJOR STRUCTUREseharalam
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Sources of Curriculum Design is a topic from the subject Advanced Curriculum Development (EdM 402) of the degree Master of Arts in Educational Management, science as a source, society as a source, moral doctrine as a source, group activity, smartart, graphic organizer, sources of curriculum, conceptual framework, curriculum design qualities, types of curriculum design, scoring rubric
THEORIES OF CURRICULUM AND THEIR MAJOR STRUCTUREseharalam
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
Reclaiming Scholarship in Higher EducationBrian Hudson
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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2. +
Understanding Curriculum Theory
[or How to understand where this lecture is coming from!]
“Curriculum theory is a distinctive field of study, with
a unique history, a complex present, an uncertain
future . . . [that] has its origin in and owes its loyalty
to the discipline and experience of education” (p. 2).1
The practice of curriculum theorizing and design is
not singular or uniform but multiple, fractured and
contested;2 and conceptions and cultures of
curriculum vary, sometimes dramatically.3
1. Pinar, W. F. (2004). What is curriculum theory? Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
2. Wright, H. K. (2000). Nailing jell-o to the wall: Pinpointing aspects of state-of-the-art curriculum theorizing. Educational
Researcher, 29(5), 4-13.
3. Joseph, P., Bravmann, S., Windschitl, M., Mikel, E., & Green, N. (2000). Cultures of curriculum. Mahwah, NJ: Lawrence Erlbaum
Associates.
3. +
What is curriculum?
THINK: Take a minute to write down
your own definition of curriculum.
PAIR: Compare it with the definition
written down by your neighbours.
SHARE: Be ready to share your
definition with your peers in the lecture
theatre.
The first step in understanding curriculum is
a regressive autobiographical one. Here we
move to understand “where we are coming
from” with regard to curriculum. For the
“method of currere” see: Pinar, W.
F. (2004). What is curriculum theory?
Mahwah, NJ: Lawrence Erlbaum
Associates, Publishers.
4. +
What is curriculum?
All of the learning planned and directed
by the school to attain its educational
goals.4
Refers to the learning experience of
students, as expressed or anticipated in
goals and objectives, plans and
designs, and their implementation.5
4. Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: The University of Chicago Press. Or see: Tyler, R. W.
(2004). Basic principles of curriculum and instruction. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (pp. 51-
60). New York: Routledge.
5. Skilbeck, M. (1984). School based curriculum development. London: Harper & Row Ltd.
The most common answer to this
question:
The Syllabus as a set of
educational prescriptions
[ Usually a set of official Aims,
Knowledge, Skills, & Values ]
6. +
So what is the curriculum?
the collection of all school subjects?
the Syllabus for a specific school subject or Key Learning
Area?
a Scope and sequence that maps how the syllabus
prescriptions will be met in an individual school?
a Unit of Work that outlines the teaching and learning
strategies and goals for a specific set of syllabus topics?
Lesson Plans for individual lessons that work towards the
achievement of unit goals?
The
Explicit, Plan
ned, or
Official
Curriculum
7. +
“Currere” the lived experience of
education?6
What the teacher actually
does to enact the lesson
plan during a specific class or
period?
What students actually
experience in the classroom
during a specific lesson . . . or
even over the course of their
entire schooling?
6. Pinar, W. F. (1975). Currere: Towards reconceptualization. In W. F. Pinar (Ed.), Curriculum theorizing: The reconceptualists. Berkeley,
CA: McCutchan.
Image from Paramount Picture‟s School of Rock
8. +
The Three Curricula that
all Schools Teach
To understand curriculum we must explore“what is valued and given
priority and what is devalued and excluded” (p. 297).7
Explicit Implicit / Hidden Null
The official written syllabi,
programmes, lesson plans,
and policies.
The learning of attitudes,
norms, beliefs, values and
assumptions often expressed
as/by rules, rituals and
regulations… common-sense
knowledge… rarely
questioned or articulated.8
What is not included in the
curriculum and consequently
those ideas and skills that
are withheld from students
that they might otherwise
have used.9
Whose interests are being served by the explicit, implicit, and null curriculum?
7. Cherryholmes, C. H. (1987). A social project for curriculum: Post-structural perspectives. Journal of Curriculum Studies, 19(4), 295-
316.
8. Seddon, T. (1983). The hidden curriculum: An overview. Curriculum Perspectives, 3(1), 1-6.
9. Eisner, E. W. (1979). The educational imagination: on the design and evaluation of school programs. New York: Macmillan Publishing
Co. Inc.
9. +
Curriculum constitutes particular
rationalities at the expense of others
“Curricula are historically formed within systems of ideas that
inscribe styles of reasoning, standards, and conceptual
distinctions in school practices” (p. 151). [Offering] “an
ensemble of methods and strategies that inscribe principles for
action” (p. 163). . . [and particular] “styles of reasoning” (p.
151). Curriculum must therefore be understood as “a practice
of governing and an effect of power” (p. 151).10
Curriculum forms our ways of reasoning about the self and the
world, and the rationalities that emerge from this process are
constituted not only by what it includes, but by what it implies
and neglects.11
10. Popkewitz, T. S. (2001). The production of reason and power: Curriculum history and intellectual traditions. In T. S. Popkewitz, B. M.
Franklin & M. A. Pereyra (Eds.), Cultural history and education: Critical essays on knowledge and schooling (pp. 151-183). New York:
Routledge Falmer.
11. Parkes, R. J. (2011). Interrupting history: Rethinking history curriculum after 'the end of history'. New York: Peter Lang.
10. +
12. Kemmis, S., & Fitzclarence, L. (1986). Curriculum theorizing: Beyond reproduction theory. Geelong, Victoria: Deakin University.
13. Green, B. (2010). Rethinking the representation problem in curriculum inquiry. Journal of Curriculum Studies, 42(4), 451-469.
What is the function of curriculum?
Lessons from the Deakin School
The double problem12 of the relationship between:
theory and practice
[curriculum provides a set of representations of a ‘world outside’]
education and society
[curriculum operates as a site of cultural reproduction]
Re-examing the work of Ulf Lundgren and the Deakin
School, Green13 refers to this as the unresolved problem of
representation and reproduction.
11. +
14. Gundem, B. B., & Hopmann, S. (Eds.). (2002). Didaktik and/or curriculum: An international dialogue. New York: Peter Lang.
The Key Curriculum Question/s
Anglo-American Curriculum Tradition:
What knowledge is of most worth?*
[What should be taught?]
European Bildung-Influenced Didaktik Tradition:14
What will the student become?
[What should the student become?]
* Whose knowledge is being taught?
12. +
Vertical and Horizontal
Knowledge Structures15
Horizontal Knowledge
Structures
Everyday “common-sense”
knowledge, that is typically
oral, local, context
dependent and specific,
tacit, multi-layered, and
contradictory across but not
within contexts.
Culturally specified
knowledges and practices.
15. Bernstein, B. (1999). Vertical and horizontal discourse: An essay. British Journal of Sociology of Education, 20(2), 157-173. Note, that
Vygotsky made a very similar distinction in the 1930s, when he referred to “everyday” and “scientific” knowledge, and based a good
deal of his psychology on the pedagogical implications of such a distinction. See: Vygotsky, L. S. (1934/1997). Thinking and speech
(N. Minick, Trans.). In R. W. Rieber & A. S. Carton (Eds.), The collected works of L. S. Vygotsky (Vol. 1: Problems of general
psychology, pp. 39-288). New York: Plenum Press.
Vertical Knowledge
Structures
Either coherent, explicit, and
systematically principled
structure, hierarchically
organised, as in the sciences.
Or a series of specialised
languages with specialised
modes of interrogation and
specialised criteria for the
production and circulation of
texts, as in the social
sciences and humanities.
13. +
Curriculum as Induction into Powerful
Knowledge
Young (2007) argues that the curriculum‟s job is to induct students into “powerful knowledge”16 (not
just “knowledge of the powerful”). Key features of “powerful knowledge”:
it provides reliable and in a broad sense provides „testable‟ explanations or ways of thinking;
it is the basis for suggesting realistic alternatives;
it enables those who acquire it to see beyond their everyday experience;
it is conceptual as well as based on evidence and experience;
it is always open to challenge;
it is acquired in specialist educational institutions, staffed by specialists;
it is organised into domains with boundaries that are not arbitrary and these domains are
associated with specialist communities such as subject and professional associations, and in that
way is typically discipline-based.
16. Young, M. (2007). Bringing knowledge back in: From social constructivism to social realism in the sociology of education. London:
Routledge.
14. +
Constructions of Curriculum
[or Different answers to the double problem of curriculum]
17. Eisner, E. W., & Vallance, E. (Eds.). (1974). Conflicting conceptions of curriculum. Berkley, CA: McCutchan Publishing Corporation.
18. Schiro, M. S. (2008). Curriculum theory: Conflicting visions and enduring concerns. Los Angeles: SAGE Publications.
Eisner’s Model17 Schiro’s Model18
academic rationalism concerned with “enabling
the young to acquire the tools to participate in
the Western cultural tradition.” (p. 12)
Academic Idealist Curriculum
the development of cognitive processes
concerned with “the refinement of intellectual
operations.” (p. 5)
Techno-Rationalist Curriculum
technology concerned with “finding efficient
means to a set of predefined, unproblematic
ends.” (p. 7)
self-actualization concerned with education “as
an enabling process.” (p. 9)
Learner-Centred Curriculum
social reconstruction concerned with “social
reform and responsibility to the future of society.”
(p. 10)
Social Reconstructionist Curriculum
15. +
Academic Idealist Curriculum
Concept Detail
Knowledge is: Statements and Propositions
Source of Knowledge is: Objective reality as defined by an academic
discipline
Curriculum Goal: To advance students‟ knowledge and skills
within a discipline / form of knowledge
Teacher’s Role: Transmitter of Knowledge or “Sage on the
Stage”
Children’s Role: Passive Receivers
Assessment: Ranks students for a future in the
disciplinary field
16. +
Techno-Rational Curriculum
Concept Detail
Knowledge is: Capabilities for action
Source of Knowledge is: Objective reality as socially agreed upon by
experts
Curriculum Goal: To induct children into culturally powerful
knowledge in the most effective and
efficient way possible.
Teacher’s Role: Learning Manager
Children’s Role: Active Practice
Assessment: Certifies to a client (ie. Business) that the
student has attained certain skills
17. +
Learner-Centred Curriculum
Concept Detail
Knowledge is: Personal Meanings
Source of Knowledge is: Individual‟s personal creative response to
experience
Curriculum Goal: To stimulate individual growth and assist
students‟ to realise their full potential
Teacher’s Role: Facilitator or “Guide on the Side”
Children’s Role: Active Participants
Assessment: Diagnoses students‟ abilities to inform
future lesson planning to best support
children‟s learning
18. +
Social Reconstructionist Curriculum
Concept Detail
Knowledge is: Critical Intelligence & Moral Clarity
Source of Knowledge is: Individual‟s interpretation of society‟s past,
present, and future
Curriculum Goal: To liberate, emancipate and empower
students‟ to critique culture and transform
society towards a more just and fair world
Teacher’s Role: Transformative Intellectual and Colleague
Children’s Role: Active Participants & Leaders
Assessment: Measures progress with respect to a
student‟s perceived capacities and abilities
19. +
Tensions Between the four major
Curriculum Discourses
Social
Reconstructionist
Academic Idealist
Learner Centred
Techno-Rational
21. + Tensions Between Techno-Rational and
Social Reconstructionist Curriculum
Discourses
Social
Reconstructionist
Education as Social
Transformation?
Techno-Rational
Education as Social
Reproduction?
22. +
Reflection on Curriculum
[Three Questions to Consider]
What approaches to
curriculum did you
experience as a
student in school?
What approaches to
curriculum have you
encountered at
university?
What is your own
preferred way of
thinking about
curriculum?
Social
Reconstructionist
Academic Idealist
Learner Centred
Techno-Rational
23. +
Curriculum Perspectives
How do teachers respond to and negotiate these multiple and
conflicting curriculum ideologies?
According to Schiro (2008):19
Dualistic
Hierarchical
Relativistic
Contextual
Social
Reconstructionist
Academic Idealist
Learner Centred
Techno-Rational
19. Schiro, M. S. (2008). Curriculum theory: Conflicting visions and enduring concerns. Los Angeles: SAGE Publications.
24. +
Recent Curriculum Reforms through
the Lens of Curriculum Theory
What type of curriculum discourse
underpins Queensland‟s New Basics
and Rich Tasks?
What type of curriculum discourse
underpins the structures of the new
Australian Curriculum?
What type of curriculum discourse
underpins NAPLAN and other forms
of national testing?
What type of curriculum discourse
underpins the NSW Quality Teaching
model?
What type of curriculum discourse
underpins the Early Years Learning
Framework?
What are the dominant
curriculum discourses
circulating in contemporary
Australia?
Whose interests do these
discourses serve?
If other discourses were
dominant, what might the
construction of contemporary
curriculum look like?
25. +
Etymology
Course of the Circus Maximus
Race Track, Running Race
Kleibard’s Metaphors20
Production, Growth, Travel
Tracking Meanings of Curriculum
[Curriculum as ‘the course’]
Circus Maximus
20. Kliebard, H. M. (1975). Metaphorical roots of curriculum design. In W. Pinar (Ed.), Curriculum theorizing: The reconceptualists (pp. 84-
85). Berkley, CA: McCutchan Publishing Corporation.
Piccadilly Circus
Does the end
have to be
known in
advance?
(Re-Tooling the
Metaphor)
Circus, Road
Trip, Map, Rhizom
e, or Lines of
Flight?
3-Ringed Circus
26. +
Curriculum needs to be understood
as a Complicated Conversation21
“Curriculum discourse should be marked by
richness, diversity, discordant voices, fecundity,
multiple rationalities, and theories, and should be
touched by humanity and practicality in a
hundred thousand contexts.” (p. 487)22
21. Pinar, W. F. (2004). What is curriculum theory? Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
22. Morrison, K. R. B. (2004). The poverty of curriculum theory: A critique of Wraga and Hlebowitsh. Journal of Curriculum Studies, 36(4),
487-494.