Curriculum Windows What Curriculum Theorists of the 1960s Can Teach Us About Schools and Society Today IAP PROOFS © 2013 Curriculum Windows What Curriculum Theorists of the 1960s Can Teach Us About Schools and Society Today edited by Thomas S. Poetter Miami University, Oxford, Ohio Information Age Publishing, Inc. Charlotte, North Carolina www.infoagepub.com Library of Congress Cataloging-in-Publication Data CIP data for this book can be found on the Library of Congress website http:// www.loc.gov/index.html S OF ISBNs: Paperback: 978-1-62396-388-0 ISBNs: Hardcover: 978-1-62396-389-7 O ISBNs: eBook: 978-1-62396-390-3PR 13 P 20 IA © Copyright © 2013 IAP–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 electronic or mechanical means, or by photocopying, microfilming, recording or otherwise without written permission from the publisher. Printed in the United States of America CONTENTS Foreword William H. Schubert . .S . ix Preface F Thomas S. Poetter . O. xxiii Introduction: Curriculum Windows To Tomorrow— Openings for Curriculum and Theory andO Practice Today Despite Hauntings and Zombies Thomas S. Poetter . .R . .3 . .xxvii 1. The Power of RevolutionaryP Thought: 1 Waging Curriculum Warfare on Racial 0 Injustices in AcademiaP 2 Kyra T. Shahid . 1 Author/BookA studied: Walton, S. (1969). Black Curriculum: DevelopingI a Program in Afro-American© Studies. Oakland, CA: Black Liberation Publishers. 2. A Window Toward Expanded Experiences: Exposing Today’s Limited Menu of Classroom Offerings and Asking for More Variety Scott Sander . 17 Author/Book studied: Popham, J., Eisner, E., Sullivan, H., & Tyler, L. (1969). Instructional Objectives. AERA Monograph Series on Curriculum Evaluation. Chicago: Rand McNally. v vi CONTENTS 3. Schools in Process: Creating “New” Priorities Leigh Ann Fish . 35 Author/Book studied: Berman, L. (1968). New Priorities in the Curriculum. Columbus: Merrill. 4. No More Broken Windows: Transforming the Lives of Urban School Children Mary A. Webb . 53 Author/Book studied: Herndon, J. (1969). The Way It Spozed To Be. New York, NY: Bantam. 5. How Reading Incentive Programs Fail Candi Pierce Garry . 77 Author/Book studied: Holt, J. (1964). How Children Fail. New York, NY: Dell. 6. Fifty Years of Behavioral Objectives: S For Business or for Education? Mark O’Hara . F. 93 Author/Book studied: Mager, R. (1962). Preparing Instructional Objectives. Belmont, CA: Fearon Publishers.O 7. A Glimpse at Freedom Through the WindowO of Race in Society and Education: Du Bois’ Mansart Builds a School Timothy Vaughn . .R . .3 . 109 Author/Book studied: PDuBois, W.E.B. (1957-1961).1 Manzart Builds a School. Vol. 2 of the Black Flame;0 A Trilogy, including The Ordeal (Vol. 1) and Worlds of Color (Vol. 3). New York, NY: Mainstream Publishers.P 2 8. Beyond ProjectA Versus Process: SearchingI for Progress in Education© Sara Hayes, Scott Sander, and Beck Lewellen . 127 Author/Book studied: Bruner, J. (1960). The Process of Education. New York, NY: Vintage Books. 9. Curriculum Midwives: Teachers, Instruction, and Students Trevor Ngorosha . 147 Author/Book studied: Bruner, J. (1966). Toward a Theory of Instruction. New York, NY: W.W. Norton. 10. Student Protest: Blind Ignorance or Empowering Curriculum? Rachel Radina . 165 Author/Book studied: Schwab, J. (1969). College Curriculum and Student Protest. Chicago, IL: University of Chicago Press. Contents vii 11. Hilda Taba—Curriculum Pioneer and Architect Susan Smith . 181 Author/Book studied: Taba, H. (1962). Curriculum Development: Theory and Practice. New York, NY: Harcourt, Brace & World. 12. Exploring Teaching As a Subversive Activity Ryan Gamm . 193 Author/Book studied: Postman, N., & Weingartner, C. (1969). Teaching as a Subversive Activity. New York: Dell. 13. “What Is This Child Ready For?” Interacting With John Goodlad as Malawi Eyes a 100% Primary School Completion Rate Precious Gawanani . 211 Author/Book studied: Goodlad, J. (1966). School, Curriculum, and the Individual. Waltham, MA: Blaisdell. 14. In Pursuit of the Common Good With Philip Phenix S Carmen Scalfaro . F. 227 Author/Book studied: Phenix, P. (1961). Education and the Common Good: A Moral Philosophy of the Curriculum.O New York, NY: Harper and Brothers. 15. Windows of Success With African AmericanO Students: Inspiration From Kohl Jennifer Mills . .R . .3 . 243 Author/Book studied: PKohl, H. (1968). 36 Children.1 New York, NY: Penguin. 0 16. Summerhill: A CallP for Significance in2 a World of Irrelevance Jocelyn WeedaA . 249 Author/BookI studied: Neill,© A. S. (1960). Summerhill: A Radical Approach to Child Rearing. New York, NY: Hart. 17. Hide and Seek With Philip Jackson: The Hidden Curriculum in Life in Classrooms Kelly Waldrop . 267 Jackson, P. (1968). Life in Classrooms. New York: Holt, Rinehart and Winston. About the Authors . 287 FOREWORD In Praise of Curriculum Windows W. H. SCHUBERT William H. Schubert S OF I am pleased to be invited to comment on this volume, and I praise Tom Poetter and his colleague-students for providingO this marvelous set of win- dows into the relevant history available in curriculum books. Their work is praiseworthy because it recognizes Ra legacy of ideas and practices3 that are too often forgotten, and need to be remembered in1 educational thought and in action. P 0 We live in a time that is both depressingly ignorant and insightfully filled with relevant Pperspectives. The marketplace2 sadly controls educa- tional policy with an unawareness that ideas of the past are at our finger tips in cyber-readinessIA if we will© only perceive and reflect. The authors of this book help us to tune in to the great legacy of curriculum studies at our disposal. Each chapter shows how a practicing educator-scholar of today has benefited from study of scholars who devoted a lifetime to con- sideration of curriculum theory and practice. In addition, each chapter made me reflect on my acquaintance with the works and authors discussed here, so I want to draw upon my 40-some years as an educator to personalize the historical windows that emerge in this book to illuminate tomorrow. I hope this book can be a clarion call to educators to read and ponder the insights herein. Curriculum Windows: What Curriculum Theorists of the 1960s Can Teach Us About Schools and Society Today, pp. ix–xxii Copyright © 2013 by Information Age Publishing All rights of reproduction in any form reserved. ix x W. H. SCHUBERT As I read Tom Poetter’s introductory chapter and came to know this project and inspirations for it, I moved into a state of reverie. Historically, I am located between Tom and his doctoral mentor, Norman Overly. When Norm completed his PhD at Ohio State under the direction of renowned mentor, Paul Klohr, I had just finished my bachelor’s degree at Manchester College and had immediately enrolled in the Department of History and Philosophy of Education at Indiana University (IU), where Norm would later live out most of his professorial career. I vividly recall sitting in the reserve reading room at the College of Education at IU, por- ing over two curriculum books that dominated the 1960s: Fundamentals of Curriculum Development by Smith, Stanley, and Shores (1957) and The Pro- cess of Education by Jerome Bruner (1960). They were only recommended, not required for the first course I took on curriculum. I was amazed at how this reading experience was new to me. I sailed through the books as if they were written by kindred spirits, and I had not heard of the authors before. In undergraduate school I had been a deliberate reader,S and sud- denly I was a speed reader—comprehending without missing a beat. In undergraduate school I had debated what major to Ftake. Adolescent rebellion made me want to explore other fields than education, the pro- fession of my parents, whose work as educators wasO deeply respected by many, including myself. But I wanted to be different. When I took stimu- lating courses in literature, philosophy, history,O psychology, anthropology, biology, and more I wanted to major in each, because I thought3 that each helped me figure out more about Rwho I was and wanted to be, what I wanted to do, how, where, andP why. When, as a senior,1 I took a course in Philosophy of Education, I was introduced through0 the teaching of Rus- sell Bollinger to perennial questions of 2metaphysics, epistemology, and axiology. Writing papersP on each of these topics helped me realize that the central questionA that brought my diverse interests together was: What is worthwhile?I © The quest for this question which is both unanswerable and worth pursuing should be a beacon light for every human life. The desire to chase that question led me to study history and philosophy of education and its practical instantiation in curriculum development. As I conversed through books with B. Othanel Smith, William O. Stanley, J. Harlan Shores, and Jerome Bruner in the library at IU, I also conversed in person with Professors Philip G. Smith, Stanley E. Ballinger, Malcolm Skilbeck, and A. Stafford Clayton in classes. Clayton introduced me to John Dewey through a whole course on Democracy and Education (Dewey, 1916). From my study of Dewey, I become more convinced that my new-found dedication to educational study derived from my interest in what is worthwhile. It took a new turn, however, one that helped me see the value of making this quest with others, not merely as an individual. This insight greatly affected an Foreword xi event that happened at the conclusion of my master’s degree. Professor Smith who chaired the Department of History and Philosophy of Education asked if I was interested in one of the (then) new National Defense Education Act (NDEA) fellowships to give me a full ride in the PhD program in philosophy of education.