Constructing Knowledge: Curriculum Studies in Action
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Brad Porfilio
Brad Porfilio
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Julie A. Gorlewski
Julie A. Gorlewski
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David A. Gorlewski
David A. Gorlewski
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“Curriculum” is an expansive term; it encompasses vast aspects of teaching and learning. Curriculum can be defined as broadly as “the content of schooling in all its forms” (English, Fenwick W.,
Deciding What to Teach & Test: Developing, Aligning, and Leading the Curriculum. Thousand Oaks, CA: Corwin, 2010, p. 4), and as narrowly as a lesson plan. Complicating matters is the fact that curricula are often organized to fit particular time frames. The incompatible and overlapping notions that curriculum involves everything that is taught and learned in a particular setting and that this learning occurs in a limited time frame reveal the nuanced complexities of curriculum studies.
Constructing Knowledge provides a forum for systematic reflection on the substance (subject matter, courses, programs of study), purposes, and practices used for bringing about learning in educational settings. Of concern are such fundamental issues as: What should be studied? Why? By whom? In what ways? And in what settings? Reflection upon such issues involves an inter-play among the major components of education: subject matter, learning, teaching, and the larger social, political, and economic contexts, as well as the immediate instructional situation. Historical and autobiographical analyses are central in understanding the contemporary realties of schooling and envisioning how to (re)shape schools to meet the intellectual and social needs of all societal members. Curriculum is a social construction that results from a set of decisions; it is written and enacted and both facets undergo constant change as contexts evolve.
This series aims to extend the professional conversation about curriculum in contemporary educational settings. Curriculum is a designed experience intended to promote learning. Because it is socially constructed, curriculum is subject to all the pressures and complications of the diverse communities that comprise schools and other social contexts in which citizens gain self-understanding.
Constructing Knowledge provides a forum for systematic reflection on the substance (subject matter, courses, programs of study), purposes, and practices used for bringing about learning in educational settings. Of concern are such fundamental issues as: What should be studied? Why? By whom? In what ways? And in what settings? Reflection upon such issues involves an inter-play among the major components of education: subject matter, learning, teaching, and the larger social, political, and economic contexts, as well as the immediate instructional situation. Historical and autobiographical analyses are central in understanding the contemporary realties of schooling and envisioning how to (re)shape schools to meet the intellectual and social needs of all societal members. Curriculum is a social construction that results from a set of decisions; it is written and enacted and both facets undergo constant change as contexts evolve.
This series aims to extend the professional conversation about curriculum in contemporary educational settings. Curriculum is a designed experience intended to promote learning. Because it is socially constructed, curriculum is subject to all the pressures and complications of the diverse communities that comprise schools and other social contexts in which citizens gain self-understanding.
Volume 23
978-90-04-54343-0
What Have We Learned?
Volume 21
978-90-04-50362-5
Exploring Student Experience with Standardized Assessment through Governmentality
Volume 19
978-90-04-40136-5
Teacher Candidates Share Their Experiences through Narrative
Volume 18
978-90-04-38819-2
Undergraduates Share Their Stories in Higher Education
Volume 16
978-94-6351-005-9
Media as Curricula and Pedagogy in the 21st Century
Volume 15
978-94-6351-017-2
Images of Teachers and Teaching in Hollywood Films
Volume 14
978-94-6300-965-2
The So-Called ""Post-Race Era""
Volume 11
978-94-6300-618-7
Stories Disclosed in a Cultural Foundations of Education Course
Volume 9
978-94-6300-256-1
Dialectical Harmony, Ethics, Aesthetics, and Panoply of Voices
Volume 7
978-94-6209-674-5
The Key to Dismantling Racism in the United States
Volume 6
978-94-6209-377-5
An Exploration of Hope, Armed Love and Critical Urban Pedagogies
Volume 4
978-94-6209-074-3
Critical Analysis in the Core Content Areas
Volume 2
978-94-6091-930-5
Problematizing the Portrayal of Marginalized Groups in Textbooks
Volume 1
978-94-6091-912-1
Series Editors:
Brad Porfilio, California State University at Stanislaus, USA
Julie Gorlewski, Virginia Commonwealth University, USA
David Gorlewski, Virginia Commonwealth University, USA
Editorial Board:
Sue Books, State University of New York at New Paltz, USA
Ken Lindblom, Stony Brook University, New York, USA
Peter McLaren, Chapman University, Orange, USA
Wayne Ross, University of British Columbia, Canada
Christine Sleeter, California State University, Monterey, USA
Eve Tuck, Ontario Institute for Studies in Education, University of Toronto, Canada
Brad Porfilio, California State University at Stanislaus, USA
Julie Gorlewski, Virginia Commonwealth University, USA
David Gorlewski, Virginia Commonwealth University, USA
Editorial Board:
Sue Books, State University of New York at New Paltz, USA
Ken Lindblom, Stony Brook University, New York, USA
Peter McLaren, Chapman University, Orange, USA
Wayne Ross, University of British Columbia, Canada
Christine Sleeter, California State University, Monterey, USA
Eve Tuck, Ontario Institute for Studies in Education, University of Toronto, Canada
Educational researchers and their students