Thursday, December 23, 2010

Question #1 - Where shall we point the arrow of time?



To delve into curriculum theory & development we need to look to the past & consider the hidden curriculum.  In a general sense, we might ask: (1) What exactly is the hidden curriculum & why should we always keep it in mind?  More specifically, we might ask: (2) What two key premises does Giroux put forward & what do they mean for the practices of developing & delivering curriculum?  (3) How does Giroux feel about grading?  (4) Who does Giroux cite in this article & why is it important to note this? 

·       DEVELOPING EDUCATIONAL PROGRAMS: OVERCOMMING THE HIDDEN CURRICULUM (1978) – HENRY GIROUX

To further consider sociological dimensions associated with the hidden curriculum we need to reflect on the larger aim of curriculum.  In a general sense, we might ask: (1) What should a curriculum set out to achieve?  More specifically, we might ask: (2) How does Noddings feel about No Child Left Behind (NCLB)?  (3) How does Noddings make a connection between democracy & curriculum?  (4) What does Noddings say about safety & surveillance?  (5) What sort of alternatives (to surveillance) does she have to offer?

·       WHAT DOES IT MEAN TO EDUCATE THE WHOLE CHILD? (2005) – NEL NODDINGS

Portelli & Vibert present a vignette of Emily Carr Elementary School, a place where critical pedagogy is a part of everyday practice.  (1) What is Portelli & Vibert’s idea of a curriculum of life?  (2) How can critical pedagogy help to re/shape school communities & society?  (3) How are student experiences at Emily Carr rooted in context of community?  (4) How is a dynamic of reciprocity fostered at the school?

·       A CURRICULUM OF LIFE (2002) – JOHN PORTELLI & ANN VIBERT

Additional articles to explore include:
·       The Politics of Curriculum (2002) – JANE GASKELL