Constructing Knowledge: Curriculum Studies in Action
“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.
Seattle University, USA Julie Gorlewski,
Virginia Commonwealth University, USA David Gorlewski,
Virginia Commonwealth University, USA
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