Mode of Inquiry - Critical Inquiry

 

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Beyer, Landon E., "Aesthetic Curriculum and Cultural Reproduction," pp. 89-113 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia: Temple University Press, 1983., Landon E. Beyer

Annotation: Describes the CEMREL arts program, its content, and its ideological orientation.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Aesthetics and Curriculum, Ideology and School Knowledge, Art Education

 

Beyer, Landon E., "Art and Society: Toward New Directions in Aesthetic Education," Journal of Curriculum Theorizing, 7(No. 2, 1987), 72-98., Landon E. Beyer

Annotation: Outlines an alternative conception of curriculum theory and development in the arts based on the view that cultural production and social action must be a significant part of education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Aesthetics Education

 

Beyer, Landon E., "Educational Reform: The Political Roots of National Risk," Curriculum Inquiry, 15(Spring, 1985), 37-56., Landon E. Beyer

Annotation: Analyzes the reports alleging risk in education and uncovers their political roots.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Criticism of Schooling

 

Beyer, Landon E., "Education and Cultural Reproduction," pp. 47 - 65 in his The Arts, Popular Culture, and Social Change. New York: Peter Lang, 2000.*, Landon E. Beyer

Annotation: Discusses in a critical framework how what is included (and excluded) in curriculum is determined by those in power.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge

 

Beyer, Landon E., "Field Experience, Ideology, and the Development of Critical Reflectivity," Journal of Teacher Education, 35(May-June, 1984), 36-41., Landon E. Beyer

Annotation: Describes the Knox College elementary teacher preparation program that involves critical reflection and a different kind of field experience.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education

 

Beyer, Landon E., "Ideology and Aesthetic Education," Paper given at AERA, Boston, 1980, ERIC Document No. ED 194 395., Landon E. Beyer

Annotation: Analyzes the CEMREL aesthetics education program.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Aesthetics and Curriculum, Ideology and School Knowledge, Art Education

 

Beyer, Landon E., "Ideology, Social Efficiency and Curriculum Inquiry: An Essay Response to Franklin's 'The Social Efficiency Movement Reconsidered'," Curriculum Inquiry, 12(Fall, 1982), 305-316.*, Landon E. Beyer

Annotation: Takes issue with Franklin's view of the relation between curriculum theory and practice as stated in pp. 9-33, same volume of Curriculum Inquiry.

Broad Topical Focus: Curriculum Change, Relation of Curriculum Research to Practice, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control, Value Assumptions and Ideologies in Curriculum, Knowledge Generation

 

Beyer, Landon E., "Schooling for the Culture of Democracy," pp. 219-238 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities . Albany, NY: State University of New York Press, 1988., Landon E. Beyer

Annotation: Examines the role of schools in a democracy, moral discourse, and changing views of democracy; discusses ways critical inquiry in curriculum has dominated the study of various inequalities in schools.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Democratic Education, Curriculum as Experience

 

Beyer, Landon E., "The Reconstruction of Knowledge and Educational Studies," Journal of Education, 168(No. 2, 1986), 113-135.*, Landon E. Beyer

Annotation: Traces the epistemological foundations of educational theory and the current reorientation in inquiry in teacher education and curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories, Curriculum Research and Inquiry-General, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Education, Value Assumptions and Ideologies in Curriculum, Philosophical Schools, Curriculum Theory Creation and Uses

 

Beyer, Landon E., "The Value of Critical Perspective in Teacher Education," Journal of Teacher Education, 52(March, 2001), 151-163., Landon E. Beyer

Annotation: Discusses the role of critical theory in education and in teacher education in particular; describes the teacher education program at Indiana University within this critical perspective.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education

 

Blades, David W., Procedures of Power and Curriculum Change: Focault and the Quest for Possibilities in Science Education. New York: Peter Lang, 1997., David W. Blades

Annotation: Portrays the personal involvement of the author in changes in Alberta's science programs and shows how Foucault's views on power assist in revealing procedures of power in curriculum change; allegory in Ch. 5 captures the experience.

Broad Topical Focus: Curriculum Change, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Science, Comparative Curriculum, Curriculum and Politics

 

Blumenfeld-Jones, Donald, "Dance Curricula Then and Now: A Critical Historical-Hermenuetic Evaluation," pp. 125-153 in William M. Reynolds and Julie A. Webber, eds., Expanding Curriculum Theory: Dis/positions and Lines of Flight. Mahwah, NJ: Lawrence Erlbaum, 2004., Donald Blumenfeld-Jones

Annotation: Examines and critiques three models for dance education in terms of underlying assumptions.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Physical Education, Aesthetics Education, Value Assumptions and Ideologies in Curriculum

 

Blumenfeld-Jones, Donald, "The Art of Renewing Curriculum Research," pp. 231-246 in Gloria Ladson-Billings and William F. Tate, eds., Educational Research in the Public Interest: Social Justice, Action, and Policy. New York: Teachers College Press, 2006., Donald Blumenfeld-Jones

Annotation: Calls for curriculum research to address the public interest through studies that utilize the arts and hermeneutic forms of inquiry.

Broad Topical Focus: Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Bolin, Frances, "Dialogue or Anti-Dialogue? William Torrey Harris as seen through Paulo Freire's Theory of Dialogical and Anti-Dialogical Actions," Journal of Curriculum Theorizing, 2(Summer, 1985), 80-116.*, Frances Bolin

Annotation: Contrasts Harris's and Freire's views of instructional change.

Broad Topical Focus: Curriculum Theorists, Curriculum Enactment and Teaching, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

 

Boughton, Douglas, "Response to Ted T. Aoki's Paper, 'Toward Curriculum Inquiry in a New Key'," Presentations in Art Education Research, 2(1978), 77-89., Douglas Boughton

Annotation: Responds to a 1978 conference paper by Aoki on several orientations to inquiry, featuring critically reflective inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Bowers, C. A., "A Sociology of Knowledge Approach to Curriculum Development," pp. 73-95 in his The Promise of Theory: Education and the Politics of Cultural Change . New York: Longman, 1984., C. A. Bowers

Annotation: Describes how curriculum can help students distance themselves from their taken-for-granted beliefs and practices by incorporating their phenomenological cultures into the process of socialization, by assisting students in deobjectifying knowledge, and by incorporating a cross-cultural perspective.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Development, Organization, Design, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge

 

Bowers, C. A., "Curriculum as Cultural Reproduction: An Examination of Metaphor as a Carrier of Ideology," Teachers College Record, 82(Winter, 1980), 267-289.*, C. A. Bowers

Annotation: Critiques commonly used metaphors used by cultural reproduction theorists in curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge

 

Bowers, C. A., "Educational Critics and Technocratic Consciousness: Looking into Future Through a Rearview Mirror," Teachers College Record, 80(December, 1978), 273-286., C. A. Bowers

Annotation: Critiques the views of revisionists and neo-romantic educators and calls for a way for sociologists of knowledge to confront technocratic consciousness.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge

 

Bowers, C. A., "Emergent Ideological Characteristics of Educational Policy," Teachers College Record, 79(September, 1977), 33-54., C. A. Bowers

Annotation: Traces the emergent technocratic ideology in educational policies from behavior modification to career education to competency-based education.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Bowers, C. A., "Ideological Continuities in Technicism, Liberalism, and Education," Teachers College Record, 81(Spring, 1980), 293-321.*, C. A. Bowers

Annotation: Presents a critique of technological consciousness in education from the perspective of philosophical conservatism.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Bowers, C. A., "Linguistic Roots of Cultural Invasion in Paulo Freire's Pedagogy," Teachers College Record, 83(Summer, 1983), 935-953., C. A. Bowers

Annotation: Analyzes Freire's pedagogy in the context of Chepervyan (native American) traditions; raises concerns about the westernizing influences of Freire's thought.

Broad Topical Focus: Curriculum Theorists, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Freedom/Authority and Curriculum

 

Bowers, C. A., The Promise of Theory: Education and the Politics of Cultural Change . New York: Longman, 1984., C. A. Bowers

Annotation: Gives a critical sociology of knowledge approach to curriculum development and reviews the theoretical background of this approach.

Broad Topical Focus: Curriculum Research Domains and Structure, Defining Curriculum Research Questions, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge

 

Bowers, C. A., "The Reproduction of Technological Consciousness: Locating the Ideological Foundations of a Radical Pedagogy," Teachers College Record, 83 (Summer, 1982), 529-557., C. A. Bowers

Annotation: Analyzes the sources and method of the reproducing of technological consciousness in education; reviews the literature on critical theory.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Conceptions of Teaching, Knowledge Generation

 

Britzman, Deborah P.,"Structures of Feeling in Curriculum and Teaching," Theory into Practice, 31(Summer, 1992), 252-258., Deborah P. Britzman

Annotation: Describes agency and identity in teaching from a critical perspective.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Teaching/Learning Process

 

Britzman, Deborah P., "The Question of Belief," pp. 243-254 in her Practice Makes Perfect: A Critical Study of Learning to Teach, Revised edition. Albany, NY: SUNY Press, 2003., Deborah P. Britzman

Annotation: Discusses issues in doing critical ethnography with special reference to the study reported in this book.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research

 

Britzman, Deborah P., "Who Has the Floor? Curriculum, Teaching, and the English Student Teacher's Struggle for Voice," Curriculum Inquiry, 19(Summer, 1989), 145-162.*, Deborah P. Britzman

Annotation: Shows how a student teacher experiences curriculum practices.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education

 

Brown, Anthony L., and Wayne Au, "Race, Memory, and Master Narratives: A Critical Essay on U.S. Curriculum History," Curriculum Inquiry, 44(June, 2014), 358-389., Anthony L. Brown and Wayne Au

Annotation: Asserts that U. S. curriculum history has omitted non-white topics and texts; cites African-American, Mexican-American, Asian-American, Native-American curriculum discourses that need to be recovered and included in U.S curriculum history; explores possible reasons for these omissions; suggests questions for further research on curriculum history in the U.S.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Literature of Curriculum, Curriculum History, Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Brown, George, ed., Knowledge, Education and Cultural Change: Papers in the Sociology of Education . London: Tavistock, 1973., George Brown

Annotation: Contains 12 papers by leading scholars at a 1970 Sociology of Education conference.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Ideology and School Knowledge, Comparative Curriculum

 

Brunner, Diane DuBose, Inquiry and Reflection: Framing Narrative Practice in Education. Albany: SUNY Press, 1994., Diane DuBose Brunner

Annotation: Combines a narrative method and a critical perspective in illustrating stories of schooling, teaching, etc.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Criticism of Schooling

 

Bullough, Robert V. Jr., "Teaching, Domination, and Curriculum," Journal of Thought, 18(Summer, 1983), 45-53., Robert V. Bullough Jr.

Annotation: Critiques the domination of curriculum and teaching by a control ideology.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Social Efficiency/Control

 

Bullough, Robert V. Jr., Andrew D. Gitlin, and Stanley L. Goldstein. "Ideology, Teacher Role, and Resistance," Teachers College Record, 86(Winter, 1984), 339-358.*, Robert V. Bullough Jr., Andrew D. Gitlin, and Stanley L. Goldstein.

Annotation: Critiques the technical nature of teachers' work and of the curriculum, noting their dissatisfaction and resistance.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Conceptions of Teaching, Authority of Teacher

 

Bullough, Robert V., Jr., and Stanley L. Goldstein, "Technical Curriculum Form and American Elementary School Art Education," Journal of Curriculum Studies, 16 (April-June, 1984), 143-154., Robert V. Bullough Jr. and Stanley L. Goldstein

Annotation: Shows how a particular art program that inadequately deals with the arts is linked to technical purposes.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Critical Inquiry, Content Analysis
Type of Study: Single Study
Narrow Topic: Art Education

 

Bullough, Robert V., Jr., Stanley L. Goldstein, and Ladd Holt, Human Interests in the Curriculum: Teaching and Learning in a Technological Society . New York: Teachers College Press, 1984., Robert V. Bullough Jr., Stanley L. Goldstein, and Ladd Holt

Annotation: Critiques four school programs and discusses the need to confront technocratic education.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Hidden Curriculum, Social Efficiency/Control

 

Bullough, Robert V., Jr., Stanley L. Goldstein, and Ladd Holt, "Rational Curriculum: Teachers and Alienation," Journal of Curriculum Theorizing, 4(Summer, 1982), 132-143., Robert V. Bullough Jr., Stanley L. Goldstein, and Ladd Holt

Annotation: Reports a study of teachers' views of their work and curriculum systems (very positivistic) and discusses what can be done to change these views.

Broad Topical Focus: Curriculum Decision-making Processes,Curriculum Enactment and Teaching,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Authority of Teacher, Value Assumptions and Ideologies in Curriculum, Teacher Planning

 

Burdell, Pat, "Teen Mothers in High School: Teaching Their Curriculum," pp. 163-208 in Micheal W. Apple, ed., Review of Research in Education, 21, 1995-1996. Washington, DC: American Educational Research Association, 1995., Pat Burdell

Annotation: Reviews studies on a social problem and related school practices including curricular responses to the problem.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design, Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Differentiation, Curriculum and Politics, Content Selection and Organization

 

Burns, James P.,"The Past in the Present: The Historic Reach of the 'Tyler Rationale'," pp. 65-93 in James P. Burns, Power, Curriculum, and Embodiment: Rethinking Curriculum as Counter-Conduct and Counter-Politics. New York: Palgave Macmillan, 2018 ", James P. Burns

Annotation: Gives a critique of the Tyler Rationale in its historic context and analyzes the instrumental assumptions embedded in it; shows how the instructional design that has risen to implement his model is based on the same assumptions.

Broad Topical Focus: Curriculum Theorists, Curriculum Development-Organization-Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosphical Inquiry-Conceptual Analysis, Critical Inquiry, Theortical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Classics of Curriculum Literature, Curriculum History, Value Assumptions and Ideologies in Curriculum

 

Butt, Richard, "Curriculum: Metatheoretical Horizons and Emancipatory Action," The Journal of Curriculum Theorizing, 6(Summer, 1985), 7-23., Richard Butt

Annotation: Notes the place of critical and valuation theory in curriculum; critiques past curriculum theory and urges pursuit of emancipatory curriculum theory.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum and Politics

 

Carlson, Dennis, "An Ontological Grounding for Curriculum: Learning to be In-the-World," The Journal of Curriculum Theorizing, 4(Summer, 1982), 207-215., Dennis Carlson

Annotation: Argues for the study of "being-in-the-world" of individual students in the curriculum.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines, Defining Curriculum Research Questions, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Carlson, Dennis, "Are We Making Progress? Ideology and Curriculum in an Age of No Child Left Behind," pp. 91-114 in Lois Weis, Cameron McCarthy, and Greg Dimitriadis, eds., Ideology, Curriculum, and the New Sociology of Education: Revisiting the Work of Michael Apple. New York: Routledge, 2006., Dennis Carlson

Annotation: Comments on Apple's use of the language of ideology in the critique of hegemonic power and urges the forging of counter-hegemonic movements to act against control mechanisms in education, especially in NCLB.

Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum, Social Efficiency/Control

 

Carlson, Dennis, "'Updating' Individualism and the Work Ethic: Corporate Logic in the Classroom," Curriculum Inquiry, 12(Summer, 1982), 125-160., Dennis Carlson

Annotation: Discusses work in advanced capitalist countries, worker compliance and resistance, the Individualized Instructional Planning model as a form of human control, and related student compliance and resistance.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Hidden Curriculum, Social Efficiency/Control

 

Carlson, Dennis L., "Curriculum Planning and the State: The Dynamics of Control in Education," pp. 98-115 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities . Albany, NY: State University of New York Press, 1988., Dennis L. Carlson

Annotation: Expresses concern with state-sponsored systems models of curriculum planning and proposes an alternative.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Local Control of Schooling

 

Carr, Wilfred, For Education: Toward Critical Educational Inquiry. Philadelphia: Open University Press, 1995., Wilfred Carr

Annotation: Reprints eight previously published articles by the author; includes new material by Carr in introduction and epilogue and by Stephen Kemmis in prologue; demonstrates use of philosphical inquiry on theory/practice issues and educational inquiry generally.

Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Practical Knowledge

 

Carr, Wilfred, and Stephen Kemmis, "A Critical Approach to Theory and Practice," pp. 129-154 in Wilfred Carr and Stephen Kemmis, eds., Becoming Critical: Knowing through Action Research , Revised ed. Geelong, Victoria: Deakin University Press, 1986.*, Wilfred Carr and Stephen Kemmis

Annotation: Traces the origins of critical theory in Habermas and offers some criticism in the context of action research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Carr, Wilfred, and Stephen Kemmis, Becoming Critical: Knowing Through Action Research . Geelong, Victoria, Australia: Deakin University Press, 1983. Revised Edition, 1986., Wilfred Carr and Stephen Kemmis

Annotation: Examines the naturalistic, interpretive, and critical views of educational theory and practice; spells out the critical approach to action research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

 

Carson, Terrance, "What Kind of Knowing Is Critical Action Research?" Theory Into Practice, 29(Summer, 1990), 167-173., Terrance Carson

Annotation: Presents an example of collaborative action research in peace education.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Social Studies

 

Carspecken, Phil Francis, Critical Ethnography in Educational Research: A Theoretical and Practical Guide. New York: Routledge, 1996., Phil Francis Carspecken

Annotation: Provides a five-stage approach to doing critical ethnography in education with illustrative examples and with thorough discussion of validity requirements at each stage.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Cheng-Man Lau, Diana, "Analyzing the Curriculum Development Process: Three Models," Pedagogy, Culture, and Society, 9(No. 1, 2001), 29-44., Lau Diana Cheng-Man

Annotation: Uses network-actor theory to analyze power in both modern and post-modern curriculum development.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Development Strategies

 

Cherryholmes, Cleo H., "An Exploration of Meaning and the Dialogue between Textbooks and Teaching," Journal of Curriculum Studies, 20(January-February, 1988), 1-21., Cleo H. Cherryholmes

Annotation: Explores this topic through discourses from language theory and critical philosophy.

Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Hermeneutic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Textbooks, Value Assumptions and Ideologies in Curriculum

 

Cherryholmes, Cleo H., "A Social Project for Curriculum: Post-Structural Perspectives," Journal of Curriculum Studies, 19(July-August, 1987), 295-316.*, Cleo H. Cherryholmes

Annotation: Critiques a structural view of curriculum from the perspective of a post-structural view and suggests activities that follow from the latter.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum, Content Selection and Organization

 

Cherryholmes, Cleo H., "Poststructuralism, Pragmatism, and Curriculum," pp. 130-149 in his Power and Criticism: Poststructural Investigations in Education . New York: Teachers College Press, 1988.*, Cleo H. Cherryholmes

Annotation: A poststructural analysis of the structure-of-disciplines curriculum with an exposition of critical pragmatism.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Definitions, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

 

Cherryholmes, Cleo H., Power and Criticism: Post-Structural Investigations in Education . New York: Teachers College Press, 1988., Cleo H. Cherryholmes

Annotation: Introduces Habermas, Foucalt, and Derrida to currriculum researchers; a critical pragmatics of curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

 

Codd, John A., "Toward a Critical Appreciation of School Culture and Curriculum," Curriculum Perspectives, 2(October, 1982), 15-21., John A. Codd

Annotation: Explores the aesthetic dimensions of educational experience, curriculum and school culture, and personal knowledge and practical judgment.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Aesthetic Inquiry and Curriculum Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Curriculum and Politics, Practical Knowledge

 

Coomer, Donna Leonhard, "Reformulating the Evaluation Process," pp. 163-204 in Kenneth A. Sirotnik, and Jeannie Oakes, eds., Critical Perspectives on the Organization and Improvement of Schooling . Boston: Kluwer/Nijhoff, 1986., Donna Leonhard Coomer

Annotation: Gives an alternative model of evaluation from a critical perspective.

Broad Topical Focus: Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Cornbleth, Catherine, "Curriculum and Students: Diverting the Public Interest," pp. 199-212 in Gloria Ladson-Billings and William F. Tate, eds., Educational Research in the Public Interest: Social Justice, Action, and Policy. New York: Teachers College Press, 2006., Catherine Cornbleth

Annotation: Urges critical examination of the current approach to research in curriculum studies that does not take into account the student context of policy questions.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Knowledge Generation, Curriculum and Politics

 

Cornbleth, Catherine, "Ritual and Rationality in Teacher Education Reform," Educational Researcher, 15(April, 1986), 5-14., Catherine Cornbleth

Annotation: Examines critically the nature and implications of recent calls for reform in teacher education along five dimensions.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education

 

Dahllof, Urban S., Ability Grouping, Content Validity, and Curriculum Process Analysis . New York: Teachers College Press, 1971., Urban S. Dahllof

Annotation: Describes a study in Sweden of the analysis of the curriculum process.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Differentiation, Comparative Curriculum

 

Davis, Brent, and Dennis J. Sumara, "Curriculum," pp. 173-180 in David A. Gabbard, ed., Knowledge and Power in the Global Economy: Politics and the Rhetoric of School Reform. Mahwah, NJ: Lawrence Erlbaum, 2000.*, Brent Davis and Dennis J. Sumara

Annotation: Traces the evidence of corporatism in modern curriculum practice; shows the role of curriculum reconceptualists in challenging this view.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Doll, William E. Jr., "Prigogine: A New Sense of Order, A New Curriculum," Theory into Practice, 25(Winter, 1986), 10-16., William E. Doll Jr.

Annotation: Contrasts the measured curriculum (based on assumptions similar to Newtonian physics) with a transformative curriculum (based on notions of order, chaos, and change like that set forth by Prigogine and Stengers).

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Development, Organization, Design,Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Speculative Essay,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Dressman, Mark, "Congruence, Resistance, Liminality: Reading and Ideology in Three Libraries," Curriculum Inquiry, 27(Fall, 1997), 267-315., Mark Dressman

Annotation: Reports an ethnographic study of three libraries and their prevailing ideologies regarding reading and reading materials.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Materials Development and Evaluation, Reading

 

Edelsky, Carole, "Relatively Speaking: McCarthyism and Teacher-Resisters," pp. 11-28 in Leslie Poynor and Paula M. Wolfe, eds., Marketing Fear in America's Public Schools: The Real War on Literacy. Mahwah, NJ: Lawrence Erlbaum, 2005., Carole Edelsky

Annotation: Explains the new intimidation being applied to opponents of one-sided government reading research and policy; gives examples of resistance; related studies in other chapters.

Broad Topical Focus: Curriculum Policies and Policy Making, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Reading

 

Eggleston, John, "Sociology and the Curriculum," pp.1-7, and "Sociological Approaches to the School Curriculum," pp. 8-21 in John Eggleston, The Sociology of the School Curriculum . London: Routledge and Kegan Paul, 1977.*, John Eggleston

Annotation: Reviews processes of sociological analysis of the curriculum and of various early approaches to this form of inquiry.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories, Curriculum Definitions, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Scientific/Empirical Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Hidden Curriculum

 

Elliott, John, "Implications of Classroom Research for Professional Development," pp. 308-324 in Eric Hoyle and Jacquetta Megarry, eds., Professional Development of Teachers: World Yearbook of Education 1980 . London: Kogan Page, 1980.*, John Elliott

Annotation: Discusses action reseach as a process of research as well as a process of teacher development.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry, Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Classroom Observation & Research, Knowledge Generation, In-service Teacher Development, Teacher Knowledge

 

Esland, Geoffrey M., "Teaching and Learning as the Organization of Knowledge," pp. 70-115 in Michael F. D. Young, ed., Knowledge and Control: New Directions for the Sociology of Education . London: Collier-Macmillan, 1971., Geoffrey M. Esland

Annotation: Describes the possibilities for studying teaching and learning from the perspective of the sociology of knowledge; ends with some specific questions for research.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Teaching/Learning Process

 

Everhart, Robert B., "Classroom Management, Student Opposition, and the Labor Process," pp. 169-192 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia, PA: Temple University Press, 1983., Robert B. Everhart

Annotation: Addresses the social-political context of classroom management in a study of four schools (1973-1975); describes beating the system and student perceptions on opposition.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Teaching/Learning Process

 

Ewert, Gerry D., "Habermas and Education: A Comprehensive Overview of the Influence of Habermas in Educational Literature," Review of Educational Research, 61 (Fall, 1991), 345-378.*, Gerry D. Ewert

Annotation: Presents a summary of articles published between 1972 and 1987 by Habermas; gives implications for education; suggests applications.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

 

Fay, Brian, Critical Social Science: Liberation and Its Limits . Ithaca, NY: Cornell University Press, 1987., Brian Fay

Annotation: Provides a thorough-going primer on critical social science including its politics.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and Politics

 

Fay, Brian, "How People Change Themselves: The Relationship Between Critical Theory and Its Audience," pp. 200-233, 266-269 in T. Ball, ed., Political Theory and Praxis: New Perspectives . Minneapolis, MN: University of Minnesota Press, 1977. Reprinted pp. 55-92 in John W. Smyth, ed., Reflection in Action . Victoria: Deakin Univeristy, 1986., Brian Fay

Annotation: Describes how critical theory differs from instrumentalist theory; poses and answers objections to an educative model of how change can be brought about.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Feinberg, Walter, and Jonas F. Soltis, "The Hidden Curriculum Revisited," pp. 59-71 in Walter Feinberg and Jonas F. Soltis, School and Society . New York: Teachers College Press, 1985., Walter Feinberg and Jonas F. Soltis

Annotation: Examines the nature and practice of the hidden curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum

 

Fine, Michelle, Just Research in Contentious Times: Widening the Methodological Imagination. New York: Teachers College Press, 2018., Michelle Fine

Annotation: Reviews research done by the author over the past thirty years using critical action research methods; makes the case for this kind of research in giving voice to change needed in the education of the oppressed and marginalized.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry, Action Inquiry
Type of Study: SIngle Study
Narrow Topic: Knowledge Generation, Ethical Issues in Curriculum, Qualitative Research, Needs Assessment

 

Finlayson, Douglas, and Sylvia Quirk, "Ideology, Reality Assumptions, and Teachers' Classroom Decision-Making," pp. 50-73 in John Eggleston, ed., Teacher Decision-Making in the Classroom, A Collection of Papers . Boston: Routledge and Kegan Paul, 1979.*, Douglas Finlayson and Sylvia Quirk

Annotation: Describes the nature of ideologies in education and gives some examples.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Teacher Planning, Ideology and School Knowledge, Comparative Curriculum

 

Fletcher, Scott, Education and Emancipation: Theory and Practice in a New Constellation. New York: Teachers College Press, 2000., Scott Fletcher

Annotation: Analyzes and critiques four classes of emancipatory educational theories (liberalism, critical theory, postmodernism, and care-based theories) and advocates a new constellation theory that mixes elements of the four.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Theory Creation and Uses

 

Franklin, Barry, "Dialogue: Reply to Landon Beyer's 'Ideology, Social Efficiency and Curriculum Inquiry'," Curriculum Inquiry, 12(Winter, 1982), 411-417., Barry Franklin

Annotation: Responds to Beyer's article regarding its historical basis.

Broad Topical Focus: Curriculum Change,Relation of Curriculum Research to Practice,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Historical Inquiry,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control, Value Assumptions and Ideologies in Curriculum, Knowledge Generation

 

Franklin, Barry M., Building the American Community: The School Curriculum and the Search for Social Control . Philadelphia: Falmer, 1986., Barry M. Franklin

Annotation: Traces the history of social control through the curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Social Efficiency/Control, Curriculum History

 

Freedman, Sara E., "Teaching, Gender, and Curriculum," pp. 204-218 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities . Albany, NY: State University of New York Press, 1988. Also pp. 230-244 in the Second Edition, 1998., Sara E. Freedman

Annotation: Discusses curriculum developed within the classroom rather than based on outside knowledge; examines arguments for using the teacher's personal knowledge.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Value Assumptions and Ideologies in Curriculum, Teacher Knowledge

 

Frein, Mark, "Strange Bedfellows?: Critical Curriculum Theory and the Analysis of Concepts in Education," Philosophy of Education Society Yearbook, 1998. Champaign, IL: Philosophy of Education Sociey, University of Illinois at Urbana-Champaign, 1998.*, Mark Frein

Annotation: Contrasts conceptual analysis with critical theory as approaches to research in curriculum theory; urges that the former take on the perspective of the latter; shows how this combination can be useful in curriculum practice.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Knowledge Generation, Knowledge Utilization

 

Frymier, Jack, "A Study of Children's Interests in Words," Journal of Curriculum and Supervision, 2(Winter, 1987), 128-151., Jack Frymier

Annotation: Reports a study of the Macmillan spelling series and children's interests in words.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Textbooks

 

Gandin, Luis Armando, "The Citizen School Project: Implementing and Recreating Critical Education in Porto Alegre, Brazil," pp. 341-353 in Michael W. Apple, Wayne Au, and Luis Armando Gandin, eds., The Routledge International Handbook of Critical Education. New York: Routledge, 2009., Luis Armando Gandin

Annotation: Describes this project and its new features (access to schools, governance, and knowledge); connects school knowledge with the knowledge students need to develop within their situation; knowledge is organized around themes in an innovative new form of curriculum design.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Curriculum Aims and Objectives, Citizenship Education, Democratic Education, Social Studies

 

Gibson, Rex, Critical Theory and Education . London: Hodder and Stroughton, 1986., Rex Gibson

Annotation: Provides an overview of the role critical theory can play in edcuational research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Gilbert, Rob, The Impotent Image: Reflections of Ideology in the Secondary Curriculum . Philadelphia: Taylor and Francis, 1984., Rob Gilbert

Annotation: Reports a dissertation study of the ideologies embedded in the areas of the social studies curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Social Studies

 

Ginsburg, Mark B., "Reproduction, Contradictions, and Conceptions of Curriculum in Preservice Teacher Education," Curriculum Inquiry, 16(Fall, 1986), 283-309., Mark B. Ginsburg

Annotation: Explores the contradictions in the conceptions of curriculum which preservice teachers encounter, their attempts to resolve these dilemmas, and the efforts to resist the separation of conceptualizing and executing the curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Teacher Education, Ideology and School Knowledge

 

Giroux, Henry A., "Antonio Gramsci: Schooling for Radical Politics," pp. 196-203 in Henry A. Giroux, ed., Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux

Annotation: Traces the contributions of Gramsci to critical pedagogy.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and Politics

 

Giroux, Henry A., "Beyond the Correspondence Theory: Note on the Dynamics of Educational Reproduction and Transformation," Curriculum Inquiry, 10(Fall, 1980), 225-247. Reprinted pp. 91-112 in his Ideology, Culture, and the Process of Schooling, Philadelphia: Temple University Press, 1981.*, Henry A. Giroux

Annotation: Critiques the correspondence theory of reproduction and suggests evidence that supports the challenge.

Broad Topical Focus: Curriculum Change, Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Knowledge Generation

 

Giroux, Henry A., "Beyond the Limits of Radical Educational Reform: Toward a Critical Theory of Education," The Journal of Curriculum Theorizing, 2 (Winter, 1980), 20-46. Reprinted pp. 63-90 in his Ideology, Culture and the Process of Schooling . Philadelphia, PA: Temple University Press, 1981., Henry A. Giroux

Annotation: Analyzes radical approaches to educational reform and argues that radical critiques can show the limits of these reforms; explains critical theory and its use.

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Hidden Curriculum, Value Assumptions and Ideologies in Curriculum

 

Giroux, Henry A., "Citizenship, Public Philosophy, and the Struggle for Democracy," Educational Theory, 37(Spring, 1987), 103-120., Henry A. Giroux

Annotation: Discusses reclaiming the legacy of a crtical theory of citizenship for democracy.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Citizenship Education, Democratic Education, Curriculum and Politics

 

Giroux, Henry A., "Crisis and Possibilities in Public Education," pp. 177-185 in Henry A. Giroux, ed., Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux

Annotation: Describes neoconservative discourse in eductaion and the need to employ critical pedagogy to overcome it.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Value Assumptions and Ideologies in Curriculum

 

Giroux, Henry A., "Critical Pedagogy and the Resisting Intellectual, Part II," Phenomenology + Pedagogy, 3(No. 2, 1985), 84-97., Henry A. Giroux

Annotation: Continues his two-part article from Vol. 3 No. l on the intellectual role of the teacher; discusses four types of intellectuals: resisting, critical, accommodating, and hegemonic.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Hidden Curriculum, Authority of Teacher

 

Giroux, Henry A., "Critical Pedagogy, Cultural Politics, and the Discourse of Experience," pp. 86-107 in Henry A. Giroux, ed., Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux

Annotation: Contrasts the discourse of management and control with the discourse of relevance and with the discourse of cultural politics.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum and Politics, Teaching/Learning Process

 

Giroux, Henry A., "Critical Theory and Educational Practice," pp.7-41 in his Theory and Resistance in Education: A Pedagogy for the Opposition . Granby, MA: Bergin and Garvey, 1983., Henry A. Giroux

Annotation: Gives history of the Frankfort School of critical theory, its critique of instrumental reasoning, and its critiques of culture and of depth psychology; draws implications for a critical theory of education.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Giroux, Henry A., "Critical Theory and Rationality in Citizenship Education," Curriculum Inquiry, 10(Winter, 1980), 329-366., Henry A. Giroux

Annotation: Contrasts three modes of rationality (technical, hermeneutic, and emancipatory) in relation to citizenship education; proposes a theory of citizenship education involving actual experiences engaged in by students.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Citizenship Education, Teaching/Learning Process, Hidden Curriculum, Ideology and School Knowledge

 

Giroux, Henry A., "Critical Theory and Rationality in Citizenship Education," pp. 168-204 in his Theory and Resistance in Education: A Pedagogy for the Opposition. Granby, MA: Bergin and Garvey, 1983., Henry A. Giroux

Annotation: Contrasts three modes of rationality (technical, hermeneutic, emancipatory) and their implications for citizenship education; concludes with notes on a theory of citizenship education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Citizenship Education

 

Giroux, Henry A., "Critical Theory and the Politics of Culture and Voice: Rethinking the Discourse of Educational Research," Journal of Thought, 21(Fall, 1986), 84-105., Henry A. Giroux

Annotation: Analyzes the place of critical politics in educational research.

Broad Topical Focus: Inquiry Language in Curriculum Research, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics

 

Giroux, Henry A., "Culture, Power and Transformation in the Work of Paulo Freire: Toward a Politics of Education," pp. 108-120, in Henry A. Giroux, ed., Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux

Annotation: Reviews Freire's work in relation to critique of culture, power, and the theory-practice relationship.

Broad Topical Focus: Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum and Politics

 

Giroux, Henry A., "Curriculum Planning, Public Schooling, and Democratic Struggle," NASSP Bulletin , 75 (February, 1991), 12-25.*, Henry A. Giroux

Annotation: Argues for a view of curriculum in which educational leaders place critical education in the role of creating democratic citizens.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Citizenship Education, Ideology and School Knowledge, Democratic Education, Conceptions of Teaching, Curriculum Specialists in Schools

 

Giroux, Henry A., "Curriculum Theory, Textual Authority, and the Role of Teachers as Public Intellectuals," Journal of Curriculum and Supervision, 5(Summer, 1990), 361-383., Henry A. Giroux

Annotation: Traces the relation bewteen discourse used in curriculum theory and practice and critiques the textual authority and political voice of teachers and the curriculum.

Broad Topical Focus: Curriculum Enactment and Teaching, Inquiry Language in Curriculum Research, Curriculum Conceptions and Theories, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Authority of Teacher, Curriculum and Politics, English, Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Democratic Education, Curriculum Theory Creation and Uses

 

Giroux, Henry A., "Dialectics and the Development of Curriculum Theory," Journal of Curriculum Theorizing, 2(Summer, 1980), 27-36. Reprinted pp. 113-126 in his Ideology, Culture, and the Process of Schooling . Philadelphia, PA: Temple University Press, 1981., Henry A. Giroux

Annotation: Describes the role of curriculum theory as a vehicle for critique and vision and the use of the concept of dialectic in renewing its power; discusses totality, mediation, appropriation, and transcendence as categories of dialectic.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum, Curriculum Deliberation

 

Giroux, Henry A., ed., Postmodernism, Feminishm, and Cultural Politics: Redrawing Educational Boundaries, Albany, NY: SUNY Press, 1991., Henry A. Giroux

Annotation: Has articles by eight authors (an extended introduction and last article are by Giroux) on the subject of redrawing educational boundaries across cultures.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Giroux, Henry A., ed., Social Practice, A Special Issue on the Politics of Education. Winfield, IL: ICEA/Social Practice, 1980., Henry A. Giroux

Annotation: Contains essays on the topic by Greene, Aronowitz, Giroux, Whitty, Apple & Teitelbaum, Purpel, and Anyon.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum and Politics

 

Giroux, Henry A., "Hegemony, Resistance, and the Paradox of Educational Reform," Interchange, 12(Nos. 2-3, 1981), 3-26., Henry A. Giroux

Annotation: Points to evidence of these three elements in educational reform.

Broad Topical Focus: Curriculum Change, Curriculum Research Domains and Structure
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Giroux, Henry A., "Ideology and Agency in the Process of Schooling," Journal of Education (Boston University), 165(Winter, 1983), 12-34., Henry A. Giroux

Annotation: Discusses the legacy of Marxist ideology in the culturalist and the structuralist traditions; discusses ideology in detail and its relation to schooling and power.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum as Experience, Curriculum and Politics

 

Giroux, Henry A., Ideology, Culture, and the Process of Schooling . Philadelphia: Temple University Press, 1981., Henry A. Giroux

Annotation: Contains six reprinted articles by the author with an introduction on the theoretical sources of his work.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Value Assumptions and Ideologies in Curriculum