0.2 Curriculum theories  (Page 3/3)

There have been some attempts to overcome this problem by developing materials and curriculum packages that focus more closely onthe "process of discovery" or "problem-solving", for example in science. But there is a danger in this approach. Processes become reduced to sets ofskills - for example, how to light a bunsen burner. When students are able to demonstrate certain skills, they are deemed to have completed the process.The actions have become the ends; the processes have become the product. Whether or not students are able to apply the skills to make sense of the worldaround them is somehow overlooked.

Curriculum as praxis

First, this notion holds that practice should not focus exclusively on individuals alone or the group alone, but pays careful attention to the way in which individuals and the group create understandings and practices, as well as meaning.

For example, in sessions that seek to explore the experiences of different cultural and racial groups in society, we could belooking to see whether the direction of the work took people beyond a focus on individual attitudes. Are participants confronting the materialconditions through which those attitudes are constituted, for example?

Second, we could be looking for a commitment expressed in action to the exploration of educators' values and their practice. Arethey, for example, able to say in a coherent way what they think makes for human well-being and link this with their practice? We could also be lookingfor certain values - especially an emphasis on human emancipation.

Third, we could expect practitioners committed to praxis to be exploring their practice with their peers. They would be able tosay how their actions with respect to particular interventions reflected their ideas about what makes for the good, and to say what theories wereinvolved.

Curriculum as context

Curriculum is a social enterprise. Many educationalists believe that curriculum, as practice, cannot beunderstood adequately or changed substantially without attention to its setting or context.

Curriculum is contextually shaped. Of special significance here are examinations and the social relationships of theschool - the nature of the teacher-student relationship, the organization of classes, tracking, and so on. These elements are sometimes known as the hidden curriculum.

The learning associated with the "hidden curriculum" is most often treated in a negative way. It is learning that is smuggled in andserves the interests of the status quo. The emphasis on regimentation, on time management, and on tracking are sometimes seen as preparing youngpeople for the world of capitalist production. What we do need to recognize is that such "hidden" learning is not all negative and can be potentiallyliberating.

By paying attention to the social context, we learn about how important the spaces between lessons really is; we can begin to geta better grasp of the impact of structural and socio-cultural process on teachers and students. Many problems in schools are due to the inability ofteachers or school leaders to see the powerful factors behind learning. Economics, social structure, family dynamics, power struggles, and therest contribute to the learning process.

Assignment 4: reflecting upon curriculum

Assignment 4: Reflecting Upon Curriculum

HOW TO GET TO ASSIGNMENT 4:

One Way

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Another Way

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GOAL: To reflect on Curriculum as Body of Knowledge/Product, as Process, as Praxis, as Context through the use of atool known as "Focused Freewriting."

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Assignment 4: Reflecting Upon Curriculum

We have examined 4 ways of approaching curriculum theory and practice:

• Curriculum as a Body of Knowledge/Product
• Curriculum as Process
• Curriculum as Praxis
• Curriculum as Context

• Find a sentence or phrase within any of the previous few pages that captures your attention. Re-type that sentence or phrase; put it inquotation marks; and tell which section it came from: Curriculum asBody of Knowledge/Product, as Process, as Praxis, as Context. Now, use that sentence or phrase as a trigger to do a "Focused Freewrite" 2 - 3paragraphs in length.
  A Focused Freewrite is when you use a phrase or sentence from something you've read as a trigger for free-form writing - that is,you write any thoughts, questions, stories that come to mind as it relates to this phrase or sentence. Focused Freewrites may end up 2- 3 paragraphs in length, and sometimes you'll stick to the trigger topic and sometimes your mind will wander into seeminglyunrelated places. Give yourself permission to move between "wandering" and coming back to writing about the topic.

HOW TO GET TO THE NEXT MODULE:

Usually, you just click "Next" to go to the next page. When you finish a section, however, (as you're about to do when you finishreading these two paragraphs), you need to click on the "Outline" button, which is on the bottom, right-hand side of the page. Look underneath the bluebar and click on the word "Outline."

When you click on "Outline," a screen will come up that will show you the outline for Course 2. Look for the next section to read andclick on the first topic in that next section. For example, when you get to the outline now, look under the next section called "Thinking About Thinking"and look for the first topic in black lettering called "Questioning for Learning." Click on "Questioning for Learning."