Originally published in 1992. Herbert M. Kliebard is considered one of the foremost historians in the field of education. This is a collection of 12 seminal essays that represents the best of his writing and reflection on the history and theory of curriculum studies. Asserting that the 20th century in particular has been a critical period in the development of the American curriculum, Kliebard delves into the historical events and theoretical principles that have formed the curriculum. Among other things he talks about the decline of the humanities curriculum, important education reformers such as John Dewey, and the "enemies" of the liberal arts curriculum in Victorian England.
Originally published in 1992. Herbert M. Kliebard is considered one of the foremost historians in the field of education. This is a collection of 12 seminal essays that represents the best of his writing and reflection on the history and theory of curriculum studies. Asserting that the 20th century in particular has been a critical period in the development of the American curriculum, Kliebard delves into the historical events and theoretical principles that have formed the curriculum. Among other things he talks about the decline of the humanities curriculum, important education reformers such as John Dewey, and the "enemies" of the liberal arts curriculum in Victorian England.
A powerful exploration of the past and present arc of America’s white supremacy—from the country’s inception and Revolutionary years to its 19th century flashpoint of civil war; to the Civil Rights movement of the 1960s and today’s Black Lives Matter. “The most profoundly original cultural history in recent memory.” —Henry Louis Gates, Jr., Harvard University “Stunning, timely . . . an achievement in writing public history . . . Teaching White Supremacy should be read widely in our roiling debate over how to teach about race and slavery in classrooms." —David W. Blight, Sterling Professor of American History, Yale University; author of the Pulitzer Prize–winning Frederick Douglass: Prophet of Freedom Donald Yacovone shows us the clear and damning evidence of white supremacy’s deep-seated roots in our nation’s educational system through a fascinating, in-depth examination of America’s wide assortment of texts, from primary readers to college textbooks, from popular histories to the most influential academic scholarship. Sifting through a wealth of materials from the colonial era to today, Yacovone reveals the systematic ways in which this ideology has infiltrated all aspects of American culture and how it has been at the heart of our collective national identity. Yacovone lays out the arc of America’s white supremacy from the country’s inception and Revolutionary War years to its nineteenth-century flashpoint of civil war to the civil rights movement of the 1960s and today’s Black Lives Matter. In a stunning reappraisal, the author argues that it is the North, not the South, that bears the greater responsibility for creating the dominant strain of race theory, which has been inculcated throughout the culture and in school textbooks that restricted and repressed African Americans and other minorities, even as Northerners blamed the South for its legacy of slavery, segregation, and racial injustice. A major assessment of how we got to where we are today, of how white supremacy has suffused every area of American learning, from literature and science to religion, medicine, and law, and why this kind of thinking has so insidiously endured for more than three centuries.
The Encyclopedia of Curriculum Studies provides a comprehensive introduction to the academic field of curriculum studies for the scholar, student, teacher, and administrator. The study of curriculum, beginning in the early 20th century, served primarily the areas of school administration and teaching and was seen as a method to design and develop programs of study. The field subsequently expanded to draw upon disciplines from the arts, humanities, and social sciences and to examine larger educational forces and their effects upon the individual, society, and conceptions of knowledge. Curriculum studies has now emerged to embrace an expansive and contested conception of academic scholarship while focusing upon a diverse and complex dynamic among educational experiences, practices, settings, actions, and theories in relation to personal and institutional needs and interests. The Encyclopedia of Curriculum Studies serves to inform and to introduce terms, events, documents, biographies, and concepts to assist the reader in understanding aspects of this rapidly changing field of study. Representative topics include: Origins, definitions, dimensions, and variations on Curriculum Studies Curriculum development and design for schools Curricular purpose, implementation, and evaluation Contemporary issues, e.g., standards, tests, and accountability Curricular dimensions of teaching and teacher education Interdisciplinary perspectives on institutionalized curriculum Informal curricula of homes, mass media, workplaces, organizations, and relationships Impact of race, class, gender, health, belief, appearance, place, ethnicity, language Relationships of curriculum and poverty, wealth, and related factors Modes of curriculum inquiry and research Curriculum as cultural studies, exploring the formation of identities and possibilities Corporate, state, church, and military influence as curriculum Global and international perspectives on curriculum Curriculum organizations, journals, and resources Summaries of books and articles on curriculum studies Biographic vignettes of key persons in curriculum studies Relevant photographs
Sua Sponte Latin for “Of Their Own Accord” The 75th Ranger Regiment’s Motto Army Rangers are not born. They are made. The modern 75th Ranger Regiment represents the culmination of 250 years of American soldiering. As a fighting force with our nation’s oldest and deepest tradition, the Regiment traces its origins to Richard Rogers’s Rangers during the prerevolutionary French and Indian War, through the likes of Francis Marion and John Mosby, to the five active Ranger battalions of the Second World War, and finally, to the four battalions of the current Ranger regiment engaged in modern combat. Granted unprecedented access to the training of this highly restricted component of America’s Special Operations Forces in a time of war, retired Navy captain Dick Couch tells the personal story of the young men who begin this difficult and dangerous journey to become Rangers. Many will try, but only a select few will survive to serve in the 75th Ranger Regiment. Sua Sponte follows a group of these aspiring young warriors through the crucible that is Ranger training and their preparation for direct-action missions in Afghanistan against America’s enemies, anywhere, any time, and under any conditions. INCLUDES PHOTOGRAPHS
Over the course of the twentieth century, North American public school curricula moved away from the classics and the humanities, and towards ‘progressive’ subjects such as health and social studies. This book delves into how progressivist thinking transformed the rhetoric and the structure of schooling during the first half of the twentieth century, with echoes that reverberate strongly today, and investigates historical meanings of progressive education. Theodore Michael Christou closely examines the case of interwar Ontario, where the entire landscape of public education, including curricula and avenues to post-secondary study, were radically transformed over just twenty years. Christou contextualizes this reformist thinking in light of a social, political, and economic climate of change, which seemed to demand schools that could actively relate learning to the real world. Through its examination of educational journals published throughout the interwar period and previously unexplored archival sources, this book illuminates how the present structure of curricula and schooling were achieved.
Understanding and Shaping Curriculum: What We Teach and Why introduces readers to curriculum as knowledge, curriculum as work, and curriculum as professional practice. Author Thomas W. Hewitt discusses curriculum from theoretical and practical perspectives to not only acquaint readers with the study of curriculum, but also help them to become effective curriculum practitioners.
Perhaps not since Ralph Tyler's (1949) Basic Principles of Curriculum and Instruction has a book communicated the field as completely as Understanding Curriculum. From historical discourses to breaking developments in feminist, poststructuralist, and racial theory, including chapters on political theory, phenomenology, aesthetics, theology, international developments, and a lengthy chapter on institutional concerns, the American curriculum field is here. It will be an indispensable textbook for undergraduate and graduate courses alike.
