Cultures of Curriculum

Cultures of Curriculum Using “cultures of curriculum” as a lens, this clear, compelling text reveals and critically examines the belief systems and classroom practices of curricular orientations in contemporary American society. It is designed to foster awareness, examination, and deliberation about the curricula planned for and carried out in classrooms and schools; to inspire conversations about theory and practice as well as political, social, and moral issues; and to expand critical consciousness about approaches to curriculum and practice. Readers are encouraged to give serious attention to the issues this book raises for them, and to join with their colleagues, students, and communities in considering how to create curricula with purpose and congruent practices and to reculture classrooms and schools. A framework of inquiry is presented to facilitate such refl ection and to accomplish these goals. Changes in the second edition: • Four new chapters: • “Narrowing the Curriculum” (current trends of standardization and high-stakes testing) • “Educating Th rough Occupations” (Deweyan progressive and career/technical education) • “Sustaining Indigenous Traditions” (Native American/indigenous education) • “Envisioning Peace” (peace, global, human rights, and environmental education) • Updates and pertinent scholarship in all chapters refl ecting recent events and discourses • Curricular cultures all are examples of progressive alternatives to traditional education • New two-part structure: Curriculum Studies and Curricular Cultures Pamela Bolotin Joseph is a senior lecturer in the Education Program, University of Washington Bothell. STUDIES IN CURRICULUM THEORY William F. Pinar, Series Editor Joseph (Ed.) Cultures of Curriculum, Second Edition Sandlin/Schultz/Burdick (Eds.) Handbook of Public Pedagogy: Education and Learning Beyond Schooling Malewski (Ed.) Curriculum Studies Handbook − Th e Next Moment Pinar Th e Wordliness of a Cosmopolitan Education: Passionate Lives in Public Service Taubman Teaching By Numbers: Deconstructing the Discourse of Standards and Accountability in Education Appelbaum Children’s Books for Grown-Up Teachers: Reading and WritingCurriculum Th eory Eppert/Wang (Eds.) Cross-Cultural Studies in Curriculum: Eastern Th ought, Educational Insights Jardine/Friesen/Cliff ord Curriculum in Abundance Autio Subjectivity, Curriculum, and Society: Between and Beyond German Didaktik and Anglo-American Curriculum Studies Brantlinger (Ed.) Who Benefi ts from Special Education?: Remediating (Fixing) Other People’s Children Pinar/Irwin (Eds.) Curriculum in a New Key: Th e Collected Works of Ted T. Aoki Reynolds/Webber (Eds.) Expanding Curriculum Th eory: Dis/Positions and Lines of Flight Pinar What Is Curriculum Th eory? McKnight Schooling, Th e Puritan Imperative, and the Molding of an American National Identity: Education’s “Errand Into the Wilderness” Pinar (Ed.) International Handbook of Curriculum Research Morris Curriculum and the Holocaust: Competing Sites of Memory and Representation Doll Like Letters In Running Water: A Mythopoetics of Curriculum Joseph/Bravman/Windschitl/Mikel/Green Cultures of Curriculum Westbury/Hopmann/Riquarts (Eds.) Teaching as a Refl ective Practice: Th e German Didaktic Tradition Reid Curriculum as Institution and Practice: Essays in the Deliberative Tradition Pinar (Ed.) Queer Th eory in Education Huebner Th e Lure of the Transcendent: Collected Essays by Dwayne E. Huebner. Edited by Vikki Hillis. Collected and Introduced by William F. Pinar For additional information on titles in the Studies in Curriculum Th eory series visit www.routledge.com/education Cultures of Curriculum Second Edition Edited by Pamela Bolotin Joseph University of Washington Bothell First published 2000 by Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430 This edition published 2011 by Routledge 270 Madison Avenue, New York, NY 10016 Simultaneously published in the UK by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2011. To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk. © 2000 Lawrence Erlbaum Associates, Inc. © 2011 Taylor & Francis The right of Pamela Bolotin Joseph to be identiﬁ ed as the author of the editorial material, and of the authors for their individual chapters, has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identiﬁ cation and explanation without intent to infringe. Library of Congress Cataloging in Publication Data Cultures of curriculum / edited by Pamela Bolotin Joseph. — 2nd ed. p. cm. — (Studies in curriculum theory) Includes index. 1. Curriculum planning—United States. 2. Education—Curricula—Social aspects—United States. I. Joseph, Pamela Bolotin. LB2806.15.C73 2011 375’.001—dc22 2010022045 ISBN 0-203-83727-4 Master e-book ISBN ISBN 13: 978-0-415-99186-5 (hbk) ISBN 13: 978-0-415-99187-2 (pbk) ISBN 13: 978-0-203-83727-6 (ebk) In honor of our parents Claire and Jack Bolotin Dorothy and Mort Luster Margaret and Meryle Mikel Laura Payton Stewart and Blair Stewart Valerie and Clete Windschitl Albert and Bessi Yazzie Th e fi rst antinomy is this: on the one hand, it is unquestionably the function of education to enable people, individual human beings, to operate at their fullest potential, to equip them with the tools and the sense of opportunity to use their wits, skills and passions to the fullest. Th e antinomic counterpart to this is that the function of education is to reproduce the culture that supports it—not only reproduce it, but further its economic, political, and cultural ends. Jerome Bruner, 1996, Th e Culture of Education, p. 67 Contents Preface ix Acknowledgments xv PART I Curriculum Studies 1 1 Conceptualizing Curriculum 3 PAMELA BOLOTIN JOSEPH 2 Understanding Curriculum as Culture 23 PAMELA BOLOTIN JOSEPH 3 Narrowing the Curriculum 36 PAMELA BOLOTIN JOSEPH, NANCY STEWART GREEN, EDWARD R. MIKEL, AND MARK A. WINDSCHITL 4 Reculturing Curriculum 55 PAMELA BOLOTIN JOSEPH, EDWARD R. MIKEL, AND MARK A. WINDSCHITL PART II Curricular Cultures 79 5 Constructing Understanding 81 MARK A. WINDSCHITL 6 Developing Self and Spirit 102 STEPHANIE LUSTER BRAVMANN viii Contents 7 Educating Th rough Occupations 124 NANCY STEWART GREEN AND PAMELA BOLOTIN JOSEPH 8 Connecting to the Canon 150 PAMELA BOLOTIN JOSEPH 9 Sustaining Indigenous Traditions 174 TARAJEAN YAZZIE-MINTZ 10 Deliberating Democracy 196 EDWARD R. MIKEL 11 Confronting the Dominant Order 219 MARK A. WINDSCHITL AND PAMELA BOLOTIN JOSEPH 12 Envisioning Peace 244 PAMELA BOLOTIN JOSEPH About the Contributors 281 Name Index 289 Subject Index 293 Preface We originally wrote Cultures of Curriculum to conceptualize curriculum as culture by taking into account the histories, norms, beliefs, values, roles, patterns of behavior, and environments of educational practice. We affi rmed Maxine Greene’s (1973) proposition that studying curriculum as culture makes it possible for educators to view curriculum holistically, to contemplate the totality of the educational experience, and to interrogate the commonplace. Moreover, we wished to portray curricular orientations which, unlike conventional curricula, demonstrate congruent philosophy-centered practices; these archetypes—replete with examples of practice—depict models for educators who want to profoundly change curriculum in their classrooms and schools. We described each of the curricular cultures by consistently using a heuristic: visions, assumptions about learners, teachers, content, milieu, planning, assessment, curriculum evaluation, dilemmas of practice, and critique of the orientation and its aims. As we wrote about curricular cultures, we drew from powerful ideas within the fi eld of curriculum theory. In developing the book, it became clear to us that we could not present our models without fi rst explaining the con- cepts that extend and deepen our understanding of curriculum, pedagogy, and schooling. Th erefore we began our text with explanations of theories for interpreting and analyzing curriculum. We believe that with such knowledge curriculum workers can to go beyond discussions of specifi c programs, out- comes, and eff ectiveness so to engage in curriculum inquiry—to interrogate the purposes of education and their roles as educators by “investigating every- day phenomena, problematizing and questioning the commonplace” (Joseph, 2007, p. 283). As before, our purpose in the second edition is to expand critical consciousness about approaches to curriculum and practice. Using “cultures of curriculum” as a platform for inquiry, we encourage readers to consider if their curriculum work refl ects a mélange of unarticulated methods and purposes, a struggle to maintain a coherent vision amidst many competing pres- sures, or an overarching aim enacted daily and embodied within a congruous set of practices. x Preface We have

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