We cannot consider curriculum without reflecting on freedom. But freedom can be (& indeed is) defined & interpreted in a great many ways. It is even sometimes parceled into different components, such as freedom with license and freedom without license.
To reflect on curriculum-oriented dimensions of freedom, we need to consider some questions tied to the enrichment/constraint of freedom: (1) What enriches/constrains the freedom of students? (2) What enriches/constrains the freedom of parents/guardians? (3) What enriches/constrains the freedom of teachers? (4) What enriches/constrains the freedom of administrators? (5) What enriches/constrains the freedom of schools? (6) How (& why) do systemic forces enrich/constrain freedom?
Read one of the following two articles. In the arena of curriculum, various issues of freedom have arisen over the years. (1) What sort of constraints do Apple & Giroux describe? (2) To what degree do the concerns expressed by Apple & Giroux connect to today’s world? (3) How does Apple explore history to enhance his observations about the socio-political & economic context within which he was writing? (4) What does Apple have to say about teacher-proof materials & how do you feel about this? (5) What is Apple’s idea of intensification & why is this an important matter to consider? (6) Why is Giroux concerned about cynicism & how does this connect with Friere’s concern with banking?
· CONTROLLING THE WORK OF TEACHERS (1986) – MICHAEL APPLE – (The Curriculum Studies Reader #19)
· PEDAGOGY OF THE DEPRESSED: BEYOND THE NEW POLITICS OF CYNICISM (2001) – HENRY A. GIROUX
While there certainly are significant constraints to freedom, curriculum also represents a path to freedom. As you read the article by Allen, consider the following questions: (1) How can curriculum enrich freedom? (2) How is freedom an issue in curriculum today? (3) What sort of curriculum-related issues connected to freedom might arise in the near future? (4) How can educators work to enhance freedom in their everyday practice & how does this connect to Portelli & Vibert’s curriculum of life? (5) How does Allen’s practice exhibit Giroux’ idea of politicized curriculum & what are the associated benefits?
· CREATING SPACE FOR DISCUSSIONS ABOUT SOCIAL JUSTICE & EQUITY IN AN ELEMENTARY CLASSROOM (1997) – ANDREW ALLEN
Additional books/articles on the subject of freedom include:
· Behavioural Study of Obedience (1963) – STANLEY MILGRAM
· The Forms of Capital – (1986 / translation) – PIERRE BOURDEAU
· Teaching to Transgress (1994) – BELL HOOKS
· ‘How Does Knowin’ My Buisness Make You Any Safer?’: Critical Pedagogy in Dangerous Times – KATHLEEN GALLAGHER & PHILIP LORTIE (2005)
