Mode of Inquiry - Critical Inquiry

 

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Giroux, Henry A., "Intellectual Labor and Pedagogical Work: Rethinking the Role of Teacher as Intellectual," Phenomenology+Pedagogy, 3(No. 1, 1985), 20-32.*, Henry A. Giroux

Annotation: Discusses the tension between teachers work under control ideology and teachers as intellectuals.

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, Teaching/Learning Process, Teacher Knowledge, Authority of Teacher

 

Giroux, Henry A., "Introduction," pp. 5-35 in his Ideology, Culture and the Process of Schooling . Philadelphia, PA: Temple University Press, 1981.*, Henry A. Giroux

Annotation: Explains the concepts of ideology, hegemony, and culture in relation to schooling and pedagogy.

Broad Topical Focus: Curriculum Inquiry Guidelines,Curriculum Contexts and Societal Influences,Inquiry Language in Curriculum Research
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

 

Giroux, Henry A., "Leaving Most Children Behind," pp. 71-102 in Henry A. Giroux, The Abandoned Generation: Democracy Beyond the Culture of Fear. New York: Palgrave Macmillan, 2003., Henry A. Giroux

Annotation: Analyzes the Bush administration's education policies and their effects, with a focus on the No Child Left Behind Act.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics

 

Giroux, Henry A., "Liberal Arts, Teaching, and Critical Literacy: Toward a Definition of School as a Form of Cultural Politics," pp. 243-263 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale,AZ: Gorsuch Scarisbrick, 1988., Henry A. Giroux

Annotation: Discusses the use of schooling as a form of cultural politics.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, English

 

Giroux, Henry A., "Literacy, Ideology, and the Politics of Schooling," pp. 205-231 in his Theory and Resistance in Education: A Pedagogy for the Opposition . Granby, MA: Bergin and Garvey, 1983., Henry A. Giroux

Annotation: GIves a critique of current debate on literacy and schooling including instrumental, interaction, and reproduction ideologies; refers to Freire's notion of critical literacy.

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, Curriculum and Politics, English

 

Giroux, Henry A., "Marxism and Schooling: The Limits of Radical Discourse," Educational Theory, 34(Spring, 1984), 113-135., Henry A. Giroux

Annotation: Traces history of Marxist discourse in work of Aronowitz and others; response pp. 307-312 by Daniel Liston; and response pp. 313-319 by Giroux.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Criticism of Schooling

 

Giroux, Henry A., "Mass Culture and the Rise of the New Illiteracy: Implications for Reading," pp. 74-85 in Henry A. Giroux, ed, Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux

Annotation: Treats the new illiteracy that results from mass culture and proposes changes in the reading curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Reading

 

Giroux, Henry A., "Paulo Freire's Approach to Radical Educational Reform," Curriculum Inquiry, 9(Fall, 1979), 257-272. Reprinted pp. 127-141 in his Ideology, Culture, and the Process of Schooling. Philadelphia, PA: Temple University Press, 1981., Henry A. Giroux

Annotation: Outlines Freire's approach to educational reform, pointing out cultural context, theory of knowledge, and theory of domination; calls for modification when applied to educational settings different from Freire's.

Broad Topical Focus: Curriculum Enactment and Teaching,Curriculum Change,Curriculum Conceptions and Theories,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process

 

Giroux, Henry A., "Pedagogy of the Depressed: Beyond the New Politics of Cynicism," pp. 143-168 in Michael Peters, Colin Lankshear, and Mark Olssen, eds., Critical Theory and the Human Condition: Founders and Praxis. New York: Peter Lang, 2003., Henry A. Giroux

Annotation: Argues the case for the politics of pedagogy and the role of critical pedagogy in shaping what students learn about a changing society and a re-energized civic democracy.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Curriculum and Politics, Higher Education Curriculum, Democratic Education, Value Assumptions and Ideologies in Curriculum

 

Giroux, Henry A., "Pedagogy, Pessimism, and the Politics of Conformity: A Reply to Linda McNeil," Curriculum Inquiry, 1(Fall, 1981), 211-222., Henry A. Giroux

Annotation: Replies to McNeil's critique of his article in this journal 10(4), 1980.

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, Hidden Curriculum, Teaching/Learning Process, Ideology and School Knowledge, Criticism of Schooling

 

Giroux, Henry A., "Power and Resistance in the New Sociology of Education: Beyond Theories of Social and Cultural Reproduction," Curriculum Perspectives, 2 (October, 1982), 1-12., Henry A. Giroux

Annotation: Discusses the sources of the new critical sociology and points to their weaknesses.

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: Curriculum and Politics

 

Giroux, Henry A., "Reproduction, Resistance, and Accommodation," pp. 72-111 in his Theory and Resistance in Education: A Pedagogy for the Opposition . Granby, MA: Bergin and Garvey, 1983., Henry A. Giroux

Annotation: Discusses various theories (and theorists) related to each aspect of the topic and urges going beyond them.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Policies and Policy Making, Curriculum Theorists
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Ideology and School Knowledge

 

Giroux, Henry A., "Schooling and the Culture of Positivism: Notes on the Death of History," Educational Theory, 29(Fall, 1979), 263-284. Reprinted pp. 37-62 in his Ideology, Culture, and the Process of Schooling . Philadelphia, PA: Temple University Press, 1981., Henry A. Giroux

Annotation: Describes how the culture of positivism has influenced the process of schooling and laments the absence of critical reasoning in 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, Social Studies, Content Selection and Organization, Ideology and School Knowledge

 

Giroux, Henry A., "Schooling and the Myth of Objectivity: Stalking the Politics of the Hidden Curriculum," McGill Journal of Education, 16(Fall, 1981), 282-304., Henry A. Giroux

Annotation: Describes the older approaches to the hidden curriculum and argues that certain elements needed to develop a critical pedagogy are missing.

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: Teaching/Learning Process, Curriculum and Politics

 

Giroux, Henry A., "Schooling and the Politics of the Hidden Curriculum," pp. 42-71 in his Theory and Resistance in Education: A Pedagogy for the Opposition . Granby, MA: Bergin and Garvey, 1983., Henry A. Giroux

Annotation: Reprints and expands an article from McGill Journal of Education, Fall, 1981.

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: Hidden Curriculum, Teaching/Learning Process, Curriculum and Politics

 

Giroux, Henry A., "Schooling as a Form of Cultural Politics: Toward a Pedagogy of and for Difference," pp. 125-151 in Henry A. Giroux and Peter McLaren, eds., Critical Pedagogy, the State, and Cultural Struggle . Albany, NY: State University of New York Press, 1989., Henry A. Giroux

Annotation: Proposes a radical theory of teaching as cultural politics that combines a language of critique and a language of possibility.

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

 

Giroux, Henry A., "Solidarity, Ethics, and Possibility in Critical Education," pp. 204-221 in his Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux

Annotation: Critiques books by Eagleton and by Welch and notes their contributions to the discourse on ethics and hope for educational theory and practice.

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: Ethical Issues in Curriculum, Curriculum and Politics

 

Giroux, Henry A., "Teacher Education and the Ideology of Social Control," Journal of Education (Boston University), 162(Winter, 1980), 5-27. Reprinted pp. 143-159 in his Ideology, Culture and the Process of Schooling . Philadelphia, PA: Temple University Press, 1981., Henry A. Giroux

Annotation: Applies the concepts of power, culture, ideology, and hegemony to the form and content of teacher education; advises the use of theories not based exclusively in prediction and control.

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, Teacher Education, Social Efficiency/Control

 

Giroux, Henry A., Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . South Hadley, MA: Bergin and Garvey, 1988., Henry A. Giroux

Annotation: Contains 14 essays by the author, most of which previously appeared elsewhere.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum and Politics

 

Giroux, Henry A., "Teachers as Transformative Intellectuals," pp. 121-128 in his Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux

Annotation: Describes what teachers would be like if they acted as intellectuals

Broad Topical Focus: Curriculum Enactment and Teaching
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

 

Giroux, Henry A., "Theories of Reproduction and Resistance in the New Sociology of Education: A Critical Analysis," Harvard Educational Review, 53(August, 1983), 257-293., Henry A. Giroux

Annotation: Analyzes various theories of reproduction and resistance and concludes a new theory is needed for a crtical science of schooling; outlines such a theory in which power, resistance, and human agency can become central elements in a struggle for social practice in schools and society.

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

 

Giroux, Henry A., Theory and Resistance in Education: A Pedagogy for the Opposition . South Hadley, MA: Bergin and Garvey, 1983., Henry A. Giroux

Annotation: Contains six essays on this topic based on earlier published articles.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Ideology and School Knowledge, Curriculum and Politics

 

Giroux, Henry A., "The Terror of Neoliberalism: Rethinking the Significance of Cultural Politics," pp. 192-207 in Tne New Henry Giroux Reader: The Role of the Public Intellectual in a TIme of Tyranny. Gorham, ME: Myers Education Press, 2019.", Henry A. Giroux

Annotation: Defines neoliberalism and gives examples in U.S. settings; calls for critique and action against this ideology in both education and the public sphere.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Field Other Than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Giroux, Henry A., "Toward a New Public Sphere," pp. 234-242 in his Theory and Resistance in Education: A Pedagogy for the Opposition . South Hadley, MA: Bergin and Garvey, 1983., Henry A. Giroux

Annotation: Discusses the notion of the public sphere as a place for radical pedagogies to be redefined and restructured.

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

 

Giroux, Henry A., "Toward a New Sociology of Curriculum," Educational Leadership, 37(December, 1979), 248-253. Reprinted pp. 11-20 in his Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . Granby, MA: Bergin and Garvey, 1988.*, Henry A. Giroux

Annotation: Describes the role of critical sociology in curriculum studies.

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

 

Giroux, Henry A., and Peter McLaren, eds., Critical Pedagogy, the State, and Cultural Struggle. Albany, NY: SUNY Press, 1989., Henry A. Giroux and Peter McLaren

Annotation: Presents essays by several prominent scholars on the theoretical aspects of the topic in which schools may contribute to social transformation; essays are by the editors, Carnoy, Wexler, McLaren, Fine, Feinberg, Giroux, and Giroux & Simon.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum and Politics

 

Giroux, Henry A., and Peter McLaren, "Reproducing Reproduction: The Politics of Tracking,'' pp. 186-195 in Henry A. Giroux, ed., Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux and Peter McLaren

Annotation: Discusses Oakes studies of tracking and their lack of political problematization.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Differentiation, Curriculum and Politics

 

Giroux, Henry A., and Peter McLaren, "Teacher Education and the Politics of Democratic Reform," pp. 158-176 in Henry A. Giroux, ed., Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux and Peter McLaren

Annotation: Argues that teacher education institutions need to be reconceived as public spheres engaging in social and political debate; pleads for citizenship education in teacher education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and Politics, Teacher Education, Citizenship Education

 

Giroux, Henry A., and Anthony N. Penna, "Social Education in the Classroom: The Dynamics of the Hidden Curriculum," pp. 21-42 in Henry A. Giroux, ed., Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux and Anthony N. Penna

Annotation: Explores the authoritarian effects of the hidden curriculum and how it contrasts with democratic processes; reprinted from Spring, 1979, issue of Theory and Research in Social 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, Hidden Curriculum, Social Studies

 

Giroux, Henry A., David Shumway, Paul Smith, and James Sosnoski, "The Need for Cultural Studies," pp. 143-157 in Henry A. Giroux, ed., Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux, David Shumway, Paul Smith, and James Sosnoski

Annotation: Argues that cultural studies are needed to engage critically social and political issues rooted in instrumental rationality.

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: Social Studies, Content Selection and Organization, Curriculum and Politics

 

Giroux, Henry A., and Roger Simon, "Curriculum Study and Cultural Politics," pp. 129-142 in Henry A. Giroux, ed., Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux and Roger Simon

Annotation: Argues for a new approach to curriculum study based on critical and political perspectives.

Broad Topical Focus: Inquiry Language in Curriculum Research, Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences, Curriculum as a Field of Practice and Study
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, Value Assumptions and Ideologies in Curriculum, Programs of Study in Curriculum and Instruction

 

Giroux, Henry A., and Roger Simon, "Popular Culture and Critical Pedagogy: Everyday Life as a Basis for Curriculum Knowledge," Boston University Journal of Education, 170(No. 1, 1988). Reprinted pp. 236-252 in Henry A. Giroux and Peter McLaren, eds., Critical Pedagogy, the State, and Cultural Struggle. Albany, NY: State University of New York Press, 1989., Henry A. Giroux and Roger Simon

Annotation: Proposes to critique popular culture as the material of the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form
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, Conceptions of Teaching

 

Gitlin, Andrew, "School Structure and Teachers' Work," pp. 193-212 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling. Philadelphia, PA: Temple University Press, 1983., Andrew Gitlin

Annotation: Shows how the structure of schooling affected teachers' work in an IGE school reform.

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

 

Gitlin, Andrew David, "Educative Research, Voice, and School Change," Harvard Educational Review, 60(November, 1990), 443-466., Andrew David Gitlin

Annotation: Proposes and describes a dialogical approach to research that develops voice as a form of political protest; illustrated by a specific study.

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

 

Gleeson, Denis, "Curriculum Development and Social Change: Towards a Reappraisal of Teacher Action," pp. 193-203 in John Eggleston, ed., Teacher Decision-Making in the Classroom-A Collection of Papers . Boston: Routledge and Kegan Paul, 1979., Denis Gleeson

Annotation: Examines critically the teacher's role in curriculum development and change.

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

 

Goodman, Jesse, Elementary Schooling for Critical Deomocray. New York: SUNY Press, 1992., Jesse Goodman

Annotation: Tells the story of Harmony Elementary School, Bloomington, Indiana, and its approach to democratic education.

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

 

Goodman, Jesse, "Teaching Preservice Teachers a Critical Approach to Curriculum Design: A Descriptive Account," Curriculum Inquiry, 16(Summer, 1986), 179-201., Jesse Goodman

Annotation: Describes a five phase critical approach to curriculum design taught to preservice teachers in a methods course; set in a treatment of the literature and practice of progressive and critical pedagogy; describes the benefits of the course.

Broad Topical Focus: Curriculum Development, Organization, Design, 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, Teacher Education, Social Studies

 

Goodman, Jesse, "Towards a Discourse of Imagery: Critical Curriculum Theorizing," The Educational Forum, 56(Spring, 1992), 269-289.*, Jesse Goodman

Annotation: Contrasts discourse of criticism, discourse of possibility, and discourse of critical imagery and argues that advantage of critical imagery.

Broad Topical Focus: Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Theory Creation and Uses

 

Goodson, Ivor F., The Changing Curriculum : Studies in Social Construction. New York: Peter Lang, 1997., Ivor F. Goodson

Annotation: Presents 10 previously published works by the author on the evolution of curriculum with attention to power, class, and justice.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Ideology and School Knowledge, Curriculum History

 

Gordon, David, "The Image of Science, Technological Consciousness, and the Hidden Curriculum," Curriculum Inquiry, 14(Winter, 1984), 367-400., David Gordon

Annotation: Describes images of science transmitted by the hidden curriculum based on analysis of 57 lessons; includes the category system used in the analysis.

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: Hidden Curriculum, Value Assumptions and Ideologies in Curriculum

 

Gordon, Marshall, and Ira Marc Weingarten, "Communication or Communique: Towards a Theory of Practice," The Journal of Curriculum Theorizing, 1(Summer, 1979), 65-77., Marshall Gordon and Ira Marc Weingarten

Annotation: Argues for true communication as we strive for liberatory practice.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics

 

Gough, Noel, "Understanding Curriculum Systems," pp. 47 -69 in James G. Henderson and Kathleen R. Kesson, eds., Understanding Democratic Curriculum Leadership. New York: Teachers College Press, 1999.*, Noel Gough

Annotation: Contrasts curriculum documents of a factory system of education with the narrative efforts of a system drawing upon choas and complexity theory.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Narrative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Grace, Gerald, "Curriculum and Pedagogy," pp. 190-213 in his Teachers, Ideology, and Control: A Study of Urban Education . London: Routledge & Kegan Paul, 1978., Gerald Grace

Annotation: Explores the ideology of control present in teachers' use of curriculum and pedagogy in Britain.

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, Comparative Curriculum, Social Efficiency/Control

 

Green, Bill, "Knowledge, Pedagogy, Democracy: Reclaiming the Australian Curriculum," pp. 265-276 in Alan Reid and Deborah Price, eds., The Australian Curriculum: Promise, Problems, and Possibilities. Canberra: Australian Curriculum Studies Association, 2018., Bill Green

Annotation: Offers a critique of the current Australian Curriculum and of the articles written about it earlier in this book; addresses questions about knowledge, pedagogy, and democracy that are prompted by these earlier articles; gives an overall assessment of where work with the Australian Curriculum now stands.

Broad Topical Focus: Curriculum Policies and Policy Making; Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum Frameworks, Curriculum and Politics, Core Mandates, Freedom/Authority and Curriculum, School Subjects, Elementary School Curriculum

 

Grumet, Madeleine R., "Conception, Contradiction and Curriculum," The Journal of Curriculum Theorizing, 3(Winter, 1981), 287-298., Madeleine R. Grumet

Annotation: Ventures into feminist social theory and draws implications for curriculum.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum

 

Grumet, Madeleine R., "Restitution and Reconstruction of Educational Experience: An Autobiographical Method for Curriculum Theory," pp. 115-130 in Martin Lawn and Len Barton, eds., Rethinking Curriculum Studies: A Radical Approach . New York: Halsted Press, 1981.*, Madeleine R. Grumet

Annotation: Describes value and process of using the autobiographical method of inquiry in curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Self-Knowledge

 

Grumet, Madeleine, R., "Women and Teaching: Homeless at Home," pp. 531-539 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Madeleine R. Grumet

Annotation: Presents a critical interpretation of an autobiographical account of a young woman's educational experiences.

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 as Experience

 

Grumet, Madeleine, and Lynda Stone, "Feminism and Curriculum: Getting our Act Together," Journal of Curriculum Studies, 32 (March-April, 2000), 183-197., Madeleine Grumet and Lynda Stone

Annotation: Notes the dualism of feminism and of curriculum that splits school from home and also the dualisms within feminism and within curriculum; draws implications for change in both.

Broad Topical Focus: 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

 

Grundy, Shirley, Curriculum: Product or Praxis? Philadelphia: Falmer Press, 1987., Shirley Grundy

Annotation: Examines curriculum as praxis and critical practice in relation to teachers' work.

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

 

Habermas, Jurgen, Toward a Rational Society: Student Protest, Science, and Politics . Boston: Beacon Press, 1970., Jurgen Habermas

Annotation: Provides a translation of six essays by Habermas published in German in 1968 and 1969 concerning the topic as evidenced in Germany.

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

 

Halvorson, Mark, "Revealing the Technological Irresponsibility in Curriculum Design," Curriculum Inquiry, 41(January, 2011), 34-47., Mark Halvorson

Annotation: Reexamines Tyler's Basic Principles of Curriculum and Instruction critically in terms of its theoretical, practical, and productive aspects; the last of these employs a critical theory of technology (A. Feenberg, 1999);concludes that Tyler's technology of curriculum design has been inappropriately universalized and has ignored the subjectivity of teaching and learning.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, 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: Classics of Curriculum Literature, Curriculum Development Strategies, Discourse Analysis, Value Assumptions and Ideologies in Curriculum

 

Hammersley, Martyn, and Andy Hargreaves, Curriculum Practice: Some Sociological Case Studies . Philadelphia: Falmer, 1983.*, Martyn Hammersley and Andy Hargreaves

Annotation: Gives a brief explanation of the work done in the sociology of education and presents several case studies.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: School Subjects, Comparative Curriculum

 

Hargreaves, Andy, "Curriculum Policy and the Culture of Teaching," pp. 26-40 in Geoffrey Milburn, Ivor F. Goodson, and Robert J. Clark, eds., Re-Interpreting Curriculum Research: Images and Arguments. Philadelphia: Falmer, 1989., Andy Hargreaves

Annotation: Suggests the role of cultural interruption in school and curriculum change.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: In-service Teacher Development, Value Assumptions and Ideologies in Curriculum, Teaching/Learning Process

 

Harris, Kevin, Education and Knowledge: The Structured Misrepresentation of Reality. Boston: Routledge & Kegan Paul, 1979., Kevin Harris

Annotation: Analyzes and critiques the role of knowledge and ideology in education.

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: Ideology and School Knowledge, Content Selection and Organization, Curriculum and the Disciplines

 

Herda, Ellen A., Research Conversations and Narrative: A Critical Hermenuetic Orientation in Participating Inquiry. Westport, CT: Praeger, 1999., Ellen A. Herda

Annotation: Describes a protocal for field-based hermeneutic inquiry and its research implications; draws a clear contrast between positivist and a critical hermenuetic orientation to research; traces the philosophical contributions of Heidegger, Gadamer, Habermas, and Ricoeur to hermenuetic inquiry.

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

 

Hewitt, Randy, "Human Capital as the Summum Bonum of Public Education: Past and Present," The Educational Forum, 71(Winter, 2007), 128-140., Randy Hewitt

Annotation: Traces the influence of corporate interests on schools and school children; urges critical education to confront this narrow, undemocratic ideology.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, 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: Value Assumptions and Ideologies in Curriculum

 

Hlebowitsh, Peter S., "Critical Theory Versus Curriculum Theory: Reconsidering the Dialogue on Dewey," Educational Theory, 42(Winter, 1992), 69-82.*, Peter S. Hlebowitsh

Annotation: Critiques critical curriculum theory in terms of Dewey's understanding of theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum, Classics of Curriculum Literature

 

Hlynka, Denis, "Making Waves with Educational Technology: A Deconstructionist Reading of Ted Aoki," JCT : An Interdisciplinary Journal of Curriculum Studies, 9 (Summer, 1989), 27-38., Denis Hlynka

Annotation: Illustrates a deconstructionist reading of the views of Ted Aoki.

Broad Topical Focus: Curriculum Theorists, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Media and Computers in Curriculum Development

 

Horn, Raymond A., Jr., "Joe L. Kincheloe: Teacher as Researcher," Educational Researcher, 28(May, 1999), 27-31.*, Raymond A. Horn Jr.

Annotation: Presents an overview of Kincheloe's scholarly contributions related to post-formal thinking(etymology, pattern, process, contextualization) employing bricoleur (multiple) forms of inquiry; interprets and cites Kincheloe's publications to date.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Critical Inquiry, Action Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History, Teacher Research, Value Assumptions and Ideologies in Curriculum

 

Huebner, Dwayne, "The Contradiction Between the Recreative and the Established," pp. 27-37 in James Macdonald and Esther Zaret, eds., Schools in Search of Meaning . Washington, DC: Association for Supervision and Curriculum Development, 1975., Dwayne Huebner

Annotation: Discusses the problem of reducing the gap between actuality and possibility, order and educating individuals in schools, past and future, and creating possibilities in an institutional setting.

Broad Topical Focus: 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

 

Huebner, Dwayne, "Toward a Political Economy of Curriculum and Human Development," pp. 92-107 in Alex Molnar and John A. Zahorik, eds., Curriculum Theory . Washington, DC: Association for Supervision and Curriculum Development, 1977., Dwayne Huebner

Annotation: Points out the poltical dimensions of curriculum and human development.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Conceptions and Theories
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, Value Assumptions and Ideologies in Curriculum, Psychology and Curriculum

 

Huebner, Dwayne, "Toward a Remaking of Curricular Language," pp. 36-53 in William Pinar, ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory . Berkeley, CA: McCutchan, 1974., Dwayne Huebner

Annotation: Discusses the need for creating new language to convey new perspectives on curriculum; discusses children's right to participate in public, political activities.

Broad Topical Focus: Inquiry Language in Curriculum Research,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Aims and Objectives

 

Huebner, Dwayne E. (with William B. Kennedy), "From Theory to Practice: Curriculum," Religious Education, 77(July-August, 1982), 363-374., Dwayne E. Huebner

Annotation: Records an interview with Huebner about his views on various theory-to-practice issues in curriculum; followed by 60 pages of comments by 14 religious educators.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Inglis, Fred, Ideology and the Imagination . London: Cambridge University Press, 1975., Fred Inglis

Annotation: Describes education for critical consciousness, and in chapter two, ideology and the 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: Value Assumptions and Ideologies in Curriculum

 

Inglis, Fred, The Management of Ignorance: A Political Theory of the Curriculum. Oxford: Blackwell, 1985., Fred Inglis

Annotation: Critiques British curriculum ideologies of class and power; poses a political theory of curriculum.

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: Value Assumptions and Ideologies in Curriculum, Comparative Curriculum

 

Johnson, Lee, and William F. Pinar, "Aspects of Gender Analysis in Recent Feminist Psychological Thought and their Implications for Curriculum," Journal of Education (Boston University), 162(Fall, 1980), 113-126., Lee Johnson and William F. Pinar

Annotation: Reviews the implications for curriculum of recent work on gender analysis.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Psychology and Curriculum

 

Johnston, Bill, "Organizational Structure and Ideology in Schooling," Educational Theory, 35(Fall, 1985), 333-343., Bill Johnston

Annotation: Examines the bureaucratic centralist authoritarianism ideology at work in school organization.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Administration, Leadership, Finance
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Organization Theory

 

Kallos, Daniel, "Notes on Schooling, Curriculum, and Teaching," pp. 471-491 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978., Daniel Kallos

Annotation: Explores the use of critical and ideological views in curriculum evaluation.

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

 

Kapferer, Judith L., "Curricula and the Reproduction of Structured Social Inequalities," Curriculum Inquiry, 16(Spring, 1986), 5-31., Judith L. Kapferer

Annotation: Shows that variations in inequities in public and private schools in Australia are reproduced in timetables, homework, and organizational arrangements.

Broad Topical Focus: Curriculum Contexts and Societal Influences, 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, Comparative Curriculum, Religious & Private Schooling

 

Kaufman, B. A., "Piaget, Marx and the Political Ideology of Schooling," Journal of Curriculum Studies, 10(January-March, 1978), 19-44., B. A. Kaufman

Annotation: Contrasts theories of behavioral psychology and capitalism which emanate from a materialist model with theories of constructivism and socialism which emanate from a dialectical model.

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

 

Keddie, Nell, "Classroom Knowledge," pp. 286-316 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977.*, Nell Keddie

Annotation: Reports a classroom ethnography of what teachers know about their pupils and how that relates to curriculum knowledge.

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

 

Kelly, A. V., "Ideological Constraints on Curriculum Planning," pp. 7-30 in Curriculum Context . London: Harper and Row, 1980.*, A. V. Kelly

Annotation: Summarizes ideological critiques of instrumental models of curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Deliberation, Comparative Curriculum

 

Kemmis, Stephen, "Emancipatory Action Research and Post Modernisms," Curriculum Perspectives, 11(October, 1991), 59-65., Stephen Kemmis

Annotation: Discusses strengths of critical action research.

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

 

Kemmis, Stephen, and Giovanna Di Chiro, "Emerging and Evolving Issues of Action Research Praxis: An Australian Perspective," Peabody Journal of Education, 64(Spring, 1987), 101-130., Stephen Kemmis and Giovanna Di Chiro

Annotation: Discusses issues in action research in Australia where leading critical inquiry has evolved.

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, Comparative Curriculum

 

Kemmis, Stephen, Peter Cole, and Dahle Suggett, Orientations to Curriculum and Transition: Towards the Socially-Critical School. Melbourne, Australia: Victoria Institute of Secondary Education, 1983., Stephen Kemmis, Peter Cole, and Dahle Suggett

Annotation: Defines the socially critical school, its key images, and strategies for change; gives annotated sources and hypothetical interviews on each orientation.

Broad Topical Focus: Curriculum Visions and Philosophies
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 Aims and Objectives, Comparative Curriculum

 

Kickbusch, Kenneth W., "Curriculum-in-Use and the Emergence of Practical Ideology: A Comparative Study of Secondary Classrooms," The Journal of Curriculum Theorizing, 6(Spring, 1986), 98-143., Kenneth W. Kickbusch

Annotation: Reports a study of the message system of two teachers with different epistemologies (traditional and humanistic), the meanings or practical ideologies of students, and the dialectic struggle by which they create meanings.

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 as Experience, Value Assumptions and Ideologies in Curriculum, Teacher Knowledge

 

Kickbusch, Kenneth W., and Robert B. Everhart, "Curriculum, Practical Ideology, and Class Contradiction," Curriculum Inquiry, 15(Fall, 1985), 281-317., Kenneth W. Kickbusch and Robert B. Everhart

Annotation: Reports a study of students' knowledge and ideologies in traditional and in humanistic schools.

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

 

Kincheloe, Joe L., "Critical Democracy and Education," pp. 70-83 in James G. Henderson and Kathleen R. Kesson, eds., Understanding Democratic Curriculum Leadership. New York: Teachers College Press, 1999., Joe L. Kincheloe

Annotation: Summarizes the nature of democratic critical theory and principles for developing transformative practices based thereon.

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

 

Kincheloe, Joe L., "Critical Pedagogy in the Twenty-first Century," pp. 9-42 in Peter McLaren and Joe L. Kincheloe, eds., Critical Pedagogy: Where are We Now? New York: Peter Lang, 2007., Joe L. Kincheloe

Annotation: Traces the scholarly work in and the challenges ahead of the field of study called critical pedagogy; reviews and assesses its purposes, assumptions, methods of inquiry, and significance; identifies qualitative standards for its work.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Democratic Education

 

Kincheloe, Joe L., Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment. Bristol, PA: Falmer Press, 1991., Joe L. Kincheloe

Annotation: Explores many facets of teachers as researchers from the critical theory perspective, including the nature of positivism and certainty, the qualitative alternative, and the role of values and ideology in inquiry.

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, Teacher Research, Value Assumptions and Ideologies in Curriculum, Qualitative Research, Comparisons Among Inquiry Modes

 

Kincheloe, Joe L., and Peter L. McLaren, "Rethinking Critical Theory and Qualitative Research" pp. 138-157 in Norman Denzin and Yvonna Lincoln, eds., Handbook of Qualitative Research. Newbury Park, CA: Sage, 1994. *, Joe L. Kincheloe and Peter L. McLaren

Annotation: Traces the roots and development of critical research and its processes and employment in critical ethnography.

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

 

Kincheloe, Joe L., and William F. Pinar, eds., Curriculum as Social Psychoanalysis: The Significance of Place, Albany, NY: SUNY Press, 1991., Joe L. Kincheloe and William F. Pinar

Annotation: Shows the influence of the South on curriculum and curriculum content.

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: Content Selection and Organization, Psychology and Curriculum

 

King, Jean A., "Methodological Pluralism and Curriculum Inquiry," Curriculum Inquiry, 11(Summer, 1981), 167-174.*, Jean A. King

Annotation: Makes the case for methodogical pluralism in curriculum inquiry.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Curriculum Theorists, Curriculum Conceptions and Theories
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, Curriculum Theory Creation and Uses

 

King, Nancy R., "Play in the Workplace," pp. 262-280 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia, PA: Temple University Press, 1983.*, Nancy R. King

Annotation: Reports a study of children's understanding of work and of play (in grades 1-5) in routines of their curriculum experiences.

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

 

King, Nancy R., "Recontextualizing the Curriculum," Theory Into Practice, 25 (Winter, 1986), 36-40., Nancy R. King

Annotation: Discusses curriculum as an event and as situated; draws implications for curriculum developers and researchers.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Contexts and Societal Influences,Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Value Assumptions and Ideologies in Curriculum

 

Kirk, David, "Curriculum Reseach and Educational Praxis," Curriculum Perspectives, 9(October, 1989), 41-50.*, David Kirk

Annotation: Traces conceptions of curriculum and asserts that a structure/agency (Giddens) conception should guide ethnographic inquiry in curriculum research; discusses implications for curriculum research of praxis and distortion of reality.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Kirk, David, "School Knowledge and the Curriculum Package-as-Text," Journal of Curriculum Studies, 22(September-October, 1990), 409-425., David Kirk

Annotation: Describes a critical framework for studying curriculum packages and applies it to a physical education package in Queensland.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Physical Education, Comparative Curriculum

 

Kirk, David, and Stephen Smith, "How Objective are ROSBA Objectives: A Critique of Objectivism in Curriculum Design," Curriculum Perspectives, 6(October, 1986), 32-36., David Kirk and Stephen Smith

Annotation: Critiques a competency-based model of curriculum design and assesses it as objectivist, contradictory, confused, and incoherent.

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: Content Selection and Organization, Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

 

Kirylo, Peter D., Paulo Freire: The Man from Recifi. New York: Peter Lang, 2011., Peter D. Kirylo

Annotation: Explicates Freire's life and work (1921-1997) throughout his pre-exile years, his exile years, and the years following his return to Brazil; summarizes the influence that his own experiences had and that others' thinking had on his conception of critical education and pedagogy; analyzes the various themes found in his writings and his practice of education; presents the views of numerous scholars on Freire's legacy and his use of liberation theology and critical pedagogy; contains lengthy interviews with James A. Cone and with Freire's second wife Nita; opens with a foreword by Donald Macedo and a preface by Shirley Steinberg and concludes with an afterword by Peter McLaren; quotes and exposes the reader to most of Freire's writings and ideas apart from having to read original sources.

Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Historical Inquiry, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Classics of Curriculum Literature, Conceptions of Teaching, Curriculum History, Curriculum Theory Creation and Uses, Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum, Curriculum and Politics

 

Koyama, Jill P., Making Failure Pay: For-Profit Tutoring, High-Stakes Testing, and Public Schools. Chicago: The University of Chicago Press, 2010., Jill P. Koyama

Annotation: Reports a study of certain New York City schools' efforts at implementing the Supplementary Education Services component of NCLB; employs ethnographic methods of research and actor-network theory; focuses on United Education, provider of these services; reports verbatim quotations from its providers and from other actors in and out of the public schools.

Broad Topical Focus: Curriculum Policies and Policy Making, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Local Control of Schooling, Government Role in Educational Research & Development

 

Ladwig, James G., Academic Distinctions: Theory and Methodology in the Sociology of School Knowledge. New York: Routledge, 1996., James G. Ladwig

Annotation: Traces the developments of the field of inquiry known as the "sociology of school knowledge," provides critiques of its works, and offers a direction for its future that preserves multiple perspectives.

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

 

Lakomski, Gabriele, "Critical Theory," pp. 187-192 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education, Supplement Volume One. New York: Pergamon, 1988., Gabriele Lakomski

Annotation: Reviews Habermas' view of critical theory with some reference to its use in curriculum inquiry.

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

 

Lasch, Christopher, "'Excellence' in Education: Old Refrain or New Departure?" Issues in Education, 1(Summer, 1985), 1-12., Christopher Lasch

Annotation: Looks at the idea of excellence in historical perspecive.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge

 

Lather, Patti, "Critical Frames in Educational Research: Feminist and Post-Structural Perspectives," Theory into Practice, 31(Spring, 1992), 87-99., Patti Lather

Annotation: Contrasts positivist and several post-positivist paradigms for educational research within a critical perspective.

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

 

Lather, Patti, "Critical Theory, Curricular Transformation and Feminist Mainstreaming," Journal of Education, 166(No. 1, 1984), 49-62., Patti Lather

Annotation: Discusses the relation of critical theory to curriculum transformation and feminist mainstreaming.

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

 

Lather, Patti, Getting Smart: Feminist Research and Pedagogy with/in the Postmodern . New York: Routledge, 1991., Patti Lather

Annotation: Collects four previously published articles by the author and three new chapters on aspects of the topic.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Lather, Patti, "Ideology and Methodological Attitude," JCT : An Interdisciplinary Journal of Curriculum Studies, 9 (Summer, 1989), 7-26., Patti Lather

Annotation: Discusses the politics of educational research methodology from the critical and poststructuralist perspectives.

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

 

Lather, Patti, "Postmodernism and the Politics of Enlightenment," Educational Foundations, 3(Fall, 1989), 7-28.*, Patti Lather

Annotation: Lays out within a poststructuralist framework the problem of power and conventional discourse analysis and the need for educational discourse to resolve the contradictions of theory and practice.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences
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

 

Lather, Patti, "Research as Praxis," Harvard Educational Review, 56(August, 1986), 257-277.*, Patti Lather

Annotation: Describes research approaches designed to critique and act on educational problems from a critical emancipatory perspective.

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, Curriculum Theory Creation and Uses

 

Lather, Patti, "Scientific Research in Education: A Critical Perspective," Journal of Curriculum and Supervision, 20(Fall, 2004), 14-30., Patti Lather

Annotation: Takes up the issue of governmental legislating of particular forms of scientific research methods, argues for critical action to counter this trend, and discusses three ways of doing this.

Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization, Government Role in Educational Research & Development, Freedom/Authority and Curriculum, Qualitative Research, Value Assumptions and Ideologies in Curriculum