,I Curriculum Windows WHATCURRICULUM THEORISTS OF THE 197OS CAN TEACH US ABOUT SCHOOLS AND SOCIEtY TODAY \ Thc;tmas�It-- s. fl'oattar and Kally Waldrop Curriculum Windows: What Curriculum Theorists of the 1970s Can Teach Us About Schools and Society Today Curriculum Windows: What Curriculum Theorists of the 1970s Can Teach Us About Schools and Society Today Edited by Thomas S. Poetter and Kelly Waldrop INFORMATION AGE PUBLISHING, INC. Charlotte, NC • www.infoagepub.com Library of Congress Cataloging-in-Publication Data The CIP data for this book can be found on the Library of Congress website (loc.gov). Paperback: 978-1-62396-918-9 Hardcover: 978-1-62396-919-6 eBook: 978-1-62396-920-2 Copyright © 2015 Information Age Publishing Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfi lming, recording or otherwise, without written permission from the publisher. Printed in the United States of America CONTENTS Foreword: Meaningful Curriculum Windows from the 1970s ............ix William H. Schubert Preface .................................................................................................. xxiii Kelly Waldrop Introduction: Curriculum Windows of the 1970s—Coming of Age .......................................................................xxvii Thomas S. Poetter 1. Revealing the Hidden Through a Curriculum Window ....................... 1 Yue Li Overly, N. (Ed.). (1970). The unstudied curriculum: Its impact on children. Washington DC: Association for Supervision and Curriculum Development, NEA. 2. Eyes Wide Shut ........................................................................................ 15 Robert Hendricks Weinstein, M., & Fantini, G. (Eds.). (1970). Toward humanistic education: A curriculum of affect. New York, NY: Praeger Publishing. 3. The Second Read ..................................................................................... 29 Rayshawn L. Eastman Illich, I. (1971). Deschooling society. New York, NY: Harper & Row Publishing. v vi • CONTENTS 4. Kaleidoscope Dreams: Amalgamating Tensions .................................. 43 Johnnie Jackson Freire, P. (1970). Pedagogy of the oppressed. New York, NY: The Continuum International Publishing Group Inc. 5. Mindlessness—It’s Not So Crystal Clear ............................................. 61 Ashley Nicole Warren Silberman, C. (1970). Crisis in the classroom: The remaking of American education. New York, NY: Vintage Books. 6. STEAMing STEM: Insights from Joseph Schwab and the Ideal of a “Liberal Education” ........................................................................ 75 Kurtz K. Miller Schwab, J. (1978). Science, curriculum, and liberal education (I. Westbury & N. J. Wilkof, Eds.). Chicago, IL: The University of Chicago Press. 7. In Whose Interest? .................................................................................. 93 Crystal Donnette White Macdonald, J. B., & Zaret, E. (Eds.). (1975). Schools in search of meaning: An ASCD yearbook. Washington, DC: Association for Supervision and Curriculum Development. 8. My Lens, My Landscape ....................................................................... 109 Yvania Garcia-Pusateri Greene, M. (1978). Landscapes of learning. New York, NY: Teachers College Press. 9. Through a Glass Darkly: History-onics and Moderation in Tanner and Tanner’s (1975) Curriculum Development .................... 123 Kelly Waldrop Tanner, D., & Tanner, L. (1975). Curriculum development: Theory into practice. New York, NY: Macmillan Publishing. 10. A Rainbow of Colors: My Life Experience, Currere Moments, and Curriculum Theorizing ................................................................. 141 Tela Bayamna Pinar, W. (Ed.). (1975). Curriculum theorizing: The reconceptualists. Berkeley, CA: McCutchan. 11. Becoming a Whole Human ................................................................... 155 Angie Meissner Berman, L. M., & Roderick, J. A. (1977). Curriculum: Teaching the what, how, and why of living. Columbus, OH: Merrill. Contents • vii 12. Curriculum Problems and Professional Conscience in a Democratic Society ................................................................................ 171 Angela Trubceac Reid, W. A. (1978). Thinking about the curriculum: The nature and treatment of curriculum problems. London, UK: Routledge. 13. Open Your Windows…Window Shopper: (Re)Conceptualizing John I. Goodlad’s Curriculum Inquiry via Gil Scott Heron and Hip-Hop ..................................................................................................189 Brian W. Collier Jr. Goodlad, J. I. (1979). Curriculum inquiry: The study of curriculum practice. New York, NY: McGraw-Hill. 14. Becoming an Educational Critic: Strap on Your Backpack ............. 207 Ryan Denney Eisner, E. W. (1979). The educational imagination: On the design and evaluation of school programs. New York, NY: Macmillan Publishing Co., Inc. 15. The Two Way Mirror—Hidden Power and Veiled Dominance: A Call for Action ................................................................................... 221 Amy Leonard Baldridge Apple, M. W. (1979). Ideology and curriculum. New York, NY: Routledge. 16. The Pursuit of Lifelong Learning ........................................................ 237 Deborah Heard Overly, N. (Ed.) (1979). Lifelong learning, a human agenda. Alexandria, VA: Association for Supervision and Curriculum Development. About the Authors .................................................................................255 FOREWORD Meaningful Curriculum Windows from the 1970s William H. Schubert I am as pleased to be invited to write the Foreword for this volume of the Cur- riculum Windows Project on the 1970s as I was when I wrote the Foreword for the volume on the 1960s (Poetter, 2013). I begin my commentary with a charac- terization of the tenor of the 1970s generally and of my own life in education in particular. I comment on the essays and the books of their focus in a rough version of chronological order. In the 1970s the United States, and the world for that matter, was reeling from the civil rights movement and from liberation in Africa, Latin America, and Asia. This, of course, included the peace movement in the U. S. and around the world that decried the burgeoning globalization and perpetuated a humanistic counter culture that opposed or evaded colonization and oppression by dominant nations and corporations. The corporate nation-state was amply criticized globally, even by U.S. Republican President Dwight D. Eisenhower (1961) who warned in his Farewell Address that we should beware of the excess power emergent in the military-industrial complex. In the educational literature of the 1970s, Joel Spring (1972) captured the need for radical critique with the term corporate state. Curriculum Windows: What Curriculum Theorists of the 1970s Can Teach Us about Schools and Society Today, pages ix–xxii. Copyright © 2015 by Information Age Publishing All rights of reproduction in any form reserved. ix x • WILLIAM H. SCHUBERT Meanwhile, I was reeling as well, in my professional journey. I had completed my undergraduate liberal arts education at Manchester College (a pacifi st school) in 1966, my Master’s Degree at Indiana University (IU) in Philosophy of Educa- tion in 1967, beginning my teaching career in the same year, and completed my school administrative certifi cation by the end of the 1960s. I chose to teach el- ementary school even though I was offered the opportunity to continue my studies in History and Philosophy of Education at IU through a new kind of full-ride grant from the National Defense Education Act (NDEA) of 1958, because I thought that I should be an experienced teacher before trying to teach teachers and others in the fi eld of education. As I taught elementary school students, my interest in phi- losophy and liberal arts in general coalesced into a deep intrigue with curriculum theory, which I began to study as a personal self-designed in-service education. With the help of summer forays at the University of Wisconsin, Northern Illinois University, and the University of Chicago, I continued the second half of my teaching career with a strong desire to pursue a Ph.D. in Curriculum. Obtaining a (now almost extinct) sabbatical leave for teachers, from the relatively progres- sive school district (Downers Grove) where I taught, I could pursue the dream of doctoral study. Further, through the extraordinary mentorship of J. Harlan Shores, author of Fundamentals of Curriculum Development (Smith, Stanley, & Shores, 1950, 1957), a teaching assistantship, and a fellowship, I completed most of the course work and the qualifying examinations at the University of Illinois at Urba- na-Champaign (UIUC) through full-time overloaded study from the summer of 1973 through the summer of 1974. After returning to repay my teaching obliga- tion to the Downers Grove Public Schools, doing more coursework and indepen- dent study at Northwestern University and UIUC, and writing my dissertation, I taught briefl y at National College of Education in Evanston and was thrilled to begin a full-time professorial career at the University of Illinois at Chicago in 1975, where I would remain until my retirement in 2011. When Harlan Shores retired, he gave me a couple hundred of his curriculum books to help build my professional library, a gift that reminds me of how Tom Poetter began this