In this fifth edition of David J. Flinders and Stephen J. Thornton’s ground-breaking anthology, the editors assemble the best in past and present curriculum studies scholarship. From John Dewey’s nineteenth-century creed to Nel Noddings’ provocative twenty-first-century analysis of the Common Core, this thoughtful combination of well-recognized and pivotal work provides a complete survey of the discipline, coupled with concrete examples of innovative curriculum and an examination of current topics. New to this edition is a dynamic set of contemporary contributions tackling issues such as gender, sexuality, race, and ecology in curriculum scholarship and practice, as well as an additional historical piece from Paulo Freire.
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
- Looking Back: A Prologue to Curriculum Studies
- Scientific Method in Curriculum-Making
- Curriculum At Education’s Center Stage
- Reconceptualizing Curriculum Theory
- After a Century of Curriculum Thought: Change and Continuity
2. A Critical Consideration of the New Pedagogy in its Relation to Modern Science
3. My Pedagogic Creed
4. The Meaning of Curriculum in Dewey’s Lab School
Laurel N. Tanner
5. The Public School and the Immigrant Child
6. Dare the School Build a New Social Order?
George S. Counts
7. Basic Principles of Curriculum and Instruction
Ralph W. Tyler
8. Was There Really a Social Efficiency Doctrine? The Uses and Abuses of an Idea in Educational History
Thomas Fallace and Victoria Fantozzi
9. Man: A Course of Study
Jerome S. Bruner
W. James Popham
11. Education Objectives – Help or Hindrance
Elliot W. Eisner
12. A Naturalistic Model for Curriculum Development
Decker F. Walker
13. Curriculum and Consciousness
14. The Reconceptualization of Curriculum Studies
William E. Pinar
15. The Adult Literacy Process as Cultural Action for Freedom
16. The Paideia Proposal
17. The False Promise of the Paideia: A Criitcal Review of the Paideia Proposal
18. Implementation as Mutual Adaptation: Change in Classroom Organization Milbrey Wallin McLaughlin
19. Black Curriculum Orientations: A Preliminary Inquiry
William H. Watkins
20. How Schools Shortchange Girls: Three Perspectives on Curriculum.
American Association of University Women (AAUW)
How Schools Shortchange Girls: The AAUW Report, American Association of University Women (AAUW)
21. Subtractive Schooling, Caring Relations, and Social Capital in the Schooling of U.S. Mexican Youth
22. Standardizing Knowledge in a Multicultural Society
Christine Sleeter and Jamy Stillman
23. High-Stakes Testing and Curriculum Control: A Qualitative Metasynthesis
24. What Does it Mean to Say a School is Doing Well?
Elliot W. Eisner
25. Teacher Experiences of Culture in the Curriculum
26. The Bulling Curriculum: Gender, Sexualities, and the New Authoritarian Populism in Education.
27. Complementary Curriculum: The Work of Ecologically Minded Teachers
Christy M. Moroye
28. Too Many People Are Going to College
29. Moving Beyond Fidelity Expectations: Rethinking Curriculum Reform for Controversial Topics in Post-Communist Setting
30. "We Are the New Oppressed": Gender, Culture, and the Work of Home Schooling.
Michael W. Apple
31. How Language Limits Our Understanding of Environmental Education
C. A. Bowers
32. The Common Core Standards
David J. Flinders is Professor of Curriculum Studies in the School of Education at Indiana University, Bloomington, USA.
Stephen J. Thornton is Professor in the Department of Teaching and Learning at the University of South Florida, Tampa, USA.
"The Curriculum Studies Reader (2017), edited by David J. Flinders and Stephen J. Thornton, provides a suitable introductory text through primary readings of theorists such as John Dewey, Maria Montessori, and W. James Popham, among others. The editors do well in the first half of the book in grouping contrasting arguments that provide context for understanding divergent ideologies of curriculum theory." - David L. Acevedo, Educational Review