Curriculum Windows

What Curriculum Theorists of the 1960s Can Teach Us about Schools and Society Today

Edited by:
Thomas S. Poetter, Miami University

A volume in the series: Curriculum Windows. Editor(s): Thomas S. Poetter, Miami University.

Published 2013

Curriculum Windows: What Curriculum Theorists of the 1960s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1960s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 1960s illuminate new possibilities forward for us as scholareducators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1960s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? The chapter authors and editor revisit and interpret several of the most important works of the 1960s by Louise Berman, Jerome Bruner, WEB DuBois, Elliot Eisner, John Goodlad, James Herndon, John Holt, Philip Jackson, Herb Kohl, Robert Mager, A.S. Neill, Philip Phenix, Neil Postman. Joseph Schwab, Hilda Taba, and Sidney Walton. The book's Foreword is by renowned curriculum theorist William H. Schubert.

Foreword, William H. Schubert. Preface, Thomas S. Poetter. Introduction: Curriculum Windows To Tomorrow—Openings for Curriculum and Theory and Practice Today Despite Hauntings and Zombies, Thomas S. Poetter. The Power of Revolutionary Thought: Waging Curriculum Warfare on Racial Injustices in Academia, Kyra T. Shahid. A Window Toward Expanded Experiences: Exposing Today’s Limited Menu of Classroom Offerings and Asking for More Variety, Scott Sander. Schools in Process: Creating “New” Priorities, Leigh Ann Fish. No More Broken Windows: Transforming the Lives of Urban School Children, Mary A. Webb. How Reading Incentive Programs Fail, Candi Pierce Garry. Fifty Years of Behavioral Objectives: For Business or for Education? Mark O’Hara. A Glimpse at Freedom Through the Window of Race in Society and Education: DuBois’ Mansart Builds a School, Timothy Vaughn. Beyond Project Versus Process: Searching for Progress in Education, Sara Hayes, Scott Sander, and Beck Lewellen. Curriculum Midwives: Teachers, Instruction, and Students, Trevor Ngorosha. Student Protest: Blind Ignorance or Empowering Curriculum? Rachel Radina. Hilda Taba—Curriculum Pioneer and Architect, Susan Smith. Exploring Teaching As a Subversive Activity, Ryan Gamm. “What Is This Child Ready For?” Interacting With John Goodlad as Malawi Eyes a 100% Primary School Completion Rate, Precious Gawanani. In Pursuit of the Common Good With Philip Phenix, Carmen Scalfaro. Windows of Success With African American Students: Inspiration From Kohl, Jennifer Mills. Summerhill: A Call for Significance in a World of Irrelevance, Jocelyn Weeda. Hide and Seek With Philip Jackson: The Hidden Curriculum in Life in Classrooms, Kelly Waldrop. About the Authors.