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Reason, Peter, and John Rowan, eds., Human Inquiry: A Sourcebook of New Paradigm Research . New York: John Wiley and Sons, 1981., Peter Reason and John Rowan

Annotation: Presents papers on human inquiry regarding human experience.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Curriculum as Experience

 

Rosario, Jose R., "Curriculum, Nuyorican Memoirs, and the Improvisation of Identity," pp. 547-563 in Joao M. Paraskeva and Shirley R. Steinberg, eds., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., Jose R. Rosario

Annotation: Argues that curriculum should focus on the individual's "making of oneself" or assisting with unfolding his/her identity and life; implications of this view are drawn; illustrations are presented from a Puerto Rican memoir.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Ethical Issues in Curriculum, Teaching/Learning Process

 

Sandlin, Jennifer A., Michael P. O'Malley, and Jake Burdick, "Mapping the Complexity of Public Pedagogy Scholarship 1894-2010," Review of Educational Research, 81(September, 2011),338-375., Jennifer A. Sandlin, Michael P. O'Malley, and Jake Burdick

Annotation: Traces the meaning and use of the term "public pedagogy" in the literature; reviews studies of its use in the areas of 1) popular culture and everyday life, 2) informal institutions and public spaces, 3) cultural and political discourse, and 4) public intellectuals and social activism; makes recommendations for future research.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Literature of Curriculum, Citizenship Education, Curriculum as Experience

 

Schank, Roger, Teaching Minds: How Cognitive Science Can Save Our Schools. New York: Teachers College Press, 2011., Roger Schank

Annotation: Proposes a cognitive process-based education built around 12 processes: four conceptual processes (prediction, judgment, experimentation, evaluation), four analytic processes (argument, planning, causation, judgment), and four social processes (influence, teamwork, negotiation, describing); argues against a subject-centered (knowledge) curriculum; sees online schooling as the future of education.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives, Curriculum as Experience, Media and Computers in Curriculum Development, Practical Knowledge, Criticism of Schooling

 

Schoonmaker, Frances, "Only Those Who See Take Off Their Shoes: Seeing the Classroom as a Spiritual Space," Teachers College Record, 111(December, 2009)., 2713-2731., Frances Schoonmaker

Annotation: Argues for recognizing classrooms as spiritual space; offers examples from the author's own experience of teaching that illustrate students experiencing awe, wonder, and other dimensions of spirituality; suggests ways teachers and teacher educators can enhance their ability to see and facilitate the spiritual aspects of classroom learning.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Conceptions of Teaching, Self-Knowledge, Values in the Classroom, Value Assumptions and Ideologies in Curriculum, Hidden Curriculum, Teaching/Learning Process

 

Schubert, William H., "Review of Ph. D. Dissertation by Francine H. Hultgren: Reflecting on the Meaning of Curriculum Through a Hermeneutic Interpretation of Student-Teaching Experiences in Home Economics," Phenomenology+Pedagogy, 1(No. 1, 1983), 96-100., William H. Schubert

Annotation: Critiques this dissertation.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum as Experience

 

Schubert, William H., "The Curriculum-Curriculum: Experiences in Teaching Curriculum," Curriculum and Teaching Dialogue, 5(No. 1, 2003), 9-21., William H. Schubert

Annotation: Dicusses ways the author has approached his teaching of curriculum studies over the years and gives his view of his own educational journey in the curriculum field.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Enactment and Teaching, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Curriculum as Experience

 

Schubert, William H., and Ann Lynn Lopez Schubert, "Toward Curricula That Are of, by, and Therefore for Students," The Journal of Curriculum Theorizing, 3(Winter, 1981), 239-251., William H. Schubert and Ann Lynn Schubert

Annotation: Argues that schools should create curriculum that are of, by, and for students they serve (with case examples).

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience

 

Schubert, William H., and Ann Lynn Schubert, "Curriculum as Cultural Experience in Student Lives," pp. 49-57 in William H. Schubert and Ann L. Schubert, eds. Conceptions of Curriculum Knowledge: Focus on Students and Teachers. University Park, PA: College of Education, Penn State University, 1982., William H. Schubert and Ann Lynn Schubert

Annotation: Makes the case for studying non-school forms of education that exhibit interactions among Schwab's commonplaces; also makes the case for student deliberation in curriculum decisions.

Broad Topical Focus: Defining Curriculum Research Questions, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Curriculum Deliberation

 

Schubert, William H., Ann Lynn Lopez Schubert, and Heidi Ann Schubert, "Familial Theorizing and 'Literature' that Facilitates It," Journal of Thought, 21(Summer, 1986), 61-73., William H. Schubert, Ann Lynn Schubert, and Heidi Ann Schubert

Annotation: Gives a reflection on theorizing by the author, his wife, and daughter.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Literature of Curriculum

 

Schultz, Brian, "Curriculum Based on 'Their' Priority Concerns," pp. 113-130 in Jennifer L. Milam, Stephanie Springgay, Kris Sloan, and B. Stephen Carpenter II, Curriculum for a Progressive, Proactive, Poetic, and Public Pedagogy. Troy, NY: Educator's International Press, 2006., Brian Schultz

Annotation: Reports on a civic action curriculum co-created by students and their teacher in the Cabrini Green section of Chicago.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum as Experience, Content Selection and Organization, Authority of Teacher, Social Studies

 

Schwartz, Morey, "For Whom Do We Write the Curriculum?" Journal of Curriculum Studies, 38(August, 2006), 449-457.*, Morey Schwartz

Annotation: Describes a form of curriculum writing called "rehearsal curriculum" that intends to educate the teacher to go through the same learning experiences that are to be used with students.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum as Experience, In-service Teacher Development, Materials Development and Evaluation, Teaching/Learning Process

 

Seaman, Jayson, and Peter J. Nelson, "An Overburdened Term: Dewey's Concept of 'Experience' as Curriculum Theory," Education and Culture, 27(No. 1, 2011), 5-25., Jayson Seaman and Peter J. Nelson

Annotation: Clarifies Dewey's concept of Experience and its usefulness in curriculum theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum as Experience

 

Shaker, Paul, and Craig Kridel, "The Return to Experience: A Reconceptualist Call," Journal of Teacher Education , 40 (January-February, 1989), 2-8.*, Paul and Shaker and Craig Kridel

Annotation: Reviews the development and impact of the reconceptualist movement in curriculum and its potential in teacher education.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Change, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Curriculum as Experience, Teacher Education, Psychology and Curriculum

 

Shaw, Francine Shuchat, "The Meanings of Congruence," The Journal of Curriculum Theorizing, 2(Winter, 1980), 178-202., Francine Shuchat Shaw

Annotation: Discusses need for congruence between content and the form of educational experience provided.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum as Experience

 

Sidorkin, Alexander M., "Disruptive Innovation and the Relattional Novelty," Educational Theory, 71(No.4, 2021), 519-533., Alexander M. Sidorkin

Annotation: Argues that human relationships are the essence of education and that technologies intended to replace the teacher are doomed to failure in view of the reality.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Alternatives in Education, Conceptions or Teaching, Media and Computers in Curriculum Development

 

Slattery, Patrick "A Postmodern Vision of Time and Learning: A Response to the National Education Commission Report, Prisoners of Time," Harvard Educational Review, 65(WInter, 1995), 612-633.*, Patrick Slattery

Annotation: Critiques the view of time in curriculum as something to be restructured more efficiently in favor of a view of time as something infused with meaning and grounded in the present, cosmic, and quantum in its qualitites, integrated with self and place.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Time on Task, Teaching/Learning Process, Curriculum as Experience

 

Smith, Liesa Griffin, "Reimagining Curiculum as Community Building," pp. 189-207 in Liesa Griffin Smith, Curriculum as Community Building: The Poetics of Dfference, Emergence, and Relationality. New York: Peter Lang, 2021., Liesa Griffin Smith

Annotation: Offers a vision of educating all persons for community regardless of their uniqueness and their differences; this is the book's final chapter; previous chapters give a full exploration of the ideas embedded in this vision.

Broad Topical Focus: Curriculum Prorposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry - Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum as Experience; Curriculum Aims and Objectives

 

Sosniak, Lauren A., "The Generalist Educator: Making a Mark in Curriculum Studies," pp. 108-121 in David T. Hansen, Mary Erina Driscoll, and Rene V. Arcilla, eds., A Life in Classrooms: Philip W. Jackson and the Practice of Education. New York: Teachers College Press, 2007., Lauren A. Sosniak

Annotation: Presents a summary of Philip W. Jackson's key curriculum ideas and their place in the field of Curriculum Studies.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Curriculum as Experience, Curriculum as Environment

 

Stark, Sheila, "Toward an Understanding of the Beginning-Teacher Experience: Curricular Insights for Teacher Education," Journal of Curriculum and Supervision, 6 (Summer, 1991), 294-311., Sheila Stark

Annotation: Reports a phenomenological study of teacher's curriculum experience.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Teacher Education

 

Straume, Ingerid, "Bildung from Paideia to the Modern Subject." In Oxford Research Encyclopedia of Education. Online 27 August 2020. https://doi.org/10.1093/acrefore/9780190264093.013.1417, Ingerid Straume

Annotation: Traces the meaning and influence of the idea of Bildung in education from its Greek origins through its German and Scandinavian manifestations; traces the conceptual tensions and paradoxes in these manifestations; analyzes each of these in great detail; discusses the possibilities of these concepts for our times.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Curriculum History, Curriculum Theory Creation and Uses

 

Strong-Wilson, Teresa, et al., eds, Provoking Curriculum Encounters Across Educational Experience: New Engagements with the Curriculum Theory Archive. New York: Routledge, 2020., Teresa Strong-Wilson

Annotation: Includes sixteen articles on a variety of innovative ways to create educational encounters, based on presentations at the 2017 Canadian Provoking Curriculum Conference; the final chapter provides a brief record of the meetings, themes, and people involved in Canadian Curriculum Studies since the 1970s with particular attention to the seven biennial Provoking Curriculum Conferences held between 2003 and 2017.

Broad Topical Focus: Curriculum Research and Inquiry - General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: American/International Curriculum Organizations, Curriculum as Experience

 

Sullivan, Edmund V., A Critical Psychology: Interpretation of the Personal World. New York: Plenum, 1984., Edmund V. Sullivan

Annotation: Gives a critical interpretation of the personal world; treats the method of emancipatory praxis.

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: Curriculum as Experience, Psychology and Curriculum

 

Tahirsylaj, Armend, Kai Niebert, and Richard Duschl,"Curriculum and Didaktik in 21st Century: Still Divergent or Converging?, European Journal of Curriculum Studies, 2(No. 2, 2015), 262-281., Armend Tahirsylaj, Kai Niebert, and Richard Duschl

Annotation: Discusses and compares the U.S. concept of curriculum and the German/European concept of didaktik; analyzes dialogues between theorists about these two concepts and changes brought about by national standards and assessment policies.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum Aims and Objectives, Curriculum as Experience, Curriculum Professors, Discourse Analysis

 

Takaya, Keiichi, "Caroline Pratt's Idea of Curriculum and Imagination," Interchange, 49(May, 2018), 205-216., Keiichi Takaya

Annotation: Examines Caroline Pratt's legacy from her City and Country School which she founded in New York City in 1914; identifies her progressive theory of curriculum with its emphasis on play and imagination (carefully defined).

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: SIngle Study
Narrow Topic: Curriculum as Experience, Curriculum History

 

Thiessen, Dennis, "Researching Student Experiences in Elementary and Secondary School: An Evolving Field of Study," pp. 1-76 in Dennis Thiessen and Alison Cook-Sather, eds., International Handbook of Student Experiences in Elementary and Secondary School. Dordrecht, Netherlands: Springer, 2007., Dennis Thiessen

Annotation: Gives a comprehensive overview of the available research on the topic, organized around three "orientations" in each of which are catalogued and described the major studies done in the periods 1966-1990 and 1991-2005; 28 articles follow which report research studies on specific subtopics.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum as Experience

 

Thomas, Thomas P., and Peter B. Hilton, "Subject Matter as Experience," pp. 11-18 in Ming Fang He, Brian D. Schultz, and William H. Schubert, eds., The Sage Guide to Curriculum in Education. Los Angeles: Sage Publications, 2015., Thomas P. Thomas and Peter B. Hilton

Annotation: Reviews various orientations taken by leading curriculum theorists on making experience the focus of the curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum as Experience

 

Torbert, William R., Learning from Experience: Toward Consciousness . New York: Columbia University Press, 1972., William R. Torbert

Annotation: Gives an experiential theory of instruction based on experience.

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

 

Triche, Stephen S., Reconceiving Curriculum: An Historical Approach. Ph. D. Dissertation, Louisiana State University, 2002., Stephen S. Triche

Annotation: Analyzes the changing views of 20th century curriculum theorists from Tyler to Pinar; outlines the origins of the technological rationale for curriculum from Ramus to Descartes; elucidates Wittgenstein's treatment of language as a form of life (not of logical analysis) and draws implications for curriculum and teaching.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum as Experience, Discourse Analysis, Value Assumptions and Ideologies in Curriculum

 

Tyler, Louise L., "Meaning and Schooling," Theory Into Practice, 25(Winter, 1986), 51-57., Louise L. Tyler

Annotation: Discusses psychoanalysis as a basis for curriculum and related implications.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Psychology and Curriculum, Curriculum as Experience

 

Uhrmacher, P. Bruce, Caitlin Lindquist, and Bradley Conrad, "The Apposing Curriculum," Curriculum and Teaching Dialogue, 23(1-2, 2021)., P. Bruce Uhrmacher, caitlin Lindquist, and Bradley Conrad

Annotation: Posits the term, an appposing curriculum, to designate what actually is experienced as the curriculum diverges from the official curriculum in its enactment; illustrations are given.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Sudy
Narrow Topic: Curriculum as Experience

 

Vallance, Elizabeth, "Focus on Students in Curriculum Knowledge: A Critique of Curriculum Criticism," pp. 37-43 in William H. Schubert and Ann L. Schubert, eds., Conceptions of Curriculum Knowledge: Focus on Students and Teachers . University Park, PA: College of Education, Penn State University, 1982., Elizabeth Vallance

Annotation: Calls for curriculum criticism to be done by students themselves since they have the experience of the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Curriculum as Experience

 

Vallance, Elizabeth, "The Hidden Curriculum and Qualitative Inquiry as States of Mind," Journal of Education (Boston University), 162(Winter, 1980), 138-151.*, Elizabeth Vallance

Annotation: Shows how quanlitative inquiry can be used to study the hidden curriculum.

Broad Topical Focus: Defining Curriculum Research Questions, 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: Hidden Curriculum, Curriculum as Experience

 

Vandenberg, Brian, "Play as Curriculum," The Journal of Curriculum Theorizing, 1(Summer, 1979), 229-237., Brian Vandenberg

Annotation: Portrays play as curriculum and defends this view.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Early Childhood Curriculum

 

Van Manen, Max, "Edifying Theory, Serving the Good," Theory into Practice, 21 (Winter, 1982), 44-49., Manen Max Van

Annotation: Sets forth curriculum theory that edifies children through teachers' lives.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Values in the Classroom, Curriculum Theory Creation and Uses, Teaching/Learning Process

 

Van Manen, Max, "Language of Deep Structure in Curriculum Inquiry," pp. 43-59 in Kenneth Reeder and Donald Wilson, eds., Language, Culture, and Curriculum . Vancouver: Center for the Study of Curriculum and Instruction, University of British Columbia, 1978., Manen Max Van

Annotation: Explains how to do phenomenological inquiry into the deep structure of curricular experience.

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

 

Wang, Hongyu, "The Call from the Stranger: Dwayne Huebner's Vision of Curriculum as Spiritual Journey," pp. 287-299 in William E. Doll, Jr., and Noel Gough, eds., Curriculum Visions. New York: Peter Lang, 2002., Hongyu Wang

Annotation: Highlights Huebner's spiritual vision of curriculum (consciousness, imagination, will, power, love) and its relation to the experience of the transcendent and to acknowledging the student as stranger.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Philosophical Schools, Curriculum as Experience

 

Wang, Mei-qian, and Xu-dong Zheng, "Embodied Cognition and Curriculum Construction," Educational Philosophy and Theory, 50(No. 5, 2018), 217-228., Mei-qian Wang and Xu-dong Zheng

Annotation: Argues for an embodied curriculum in which both cognitive, bodily, and environmental factors are acknowledged and educated; traces and critiques the rise of the disembodied curriculum; discusses the epistemology of reflective practice, the role of the learner's life experiences in an embodied curriculum, and the uses of technology in such a curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry--Speculative Essay
Type of Study: SIngle Study
Narrow Topic: Curriculum as Experience

 

White, John, "Compulsion and the Curriculum," British Journal of Educational Studies, 32(June, 1984), 148-157., John White

Annotation: Discusses the issues surrounding deciding what curriculum activities or objectives are to be compulsory.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Curriculum Aims and Objectives, Curriculum as Experience

 

Whitson, James A., "Decomposing Curriculum, vs Curriculum-as-Text," Journal of Curriculum and Pedagogy, 5(Summer, 2008), 111-137., James A. Whitson

Annotation: Discusses and critiques the prevailing understandings of these two conceptions of curriculum; suggests ways curriculum inquiry can take into account the interweaving dimensions of curriculum realities including not only the formal textual aspects but also those embracing the formative experiences of the individual.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum as Experience

 

Whitson, James Anthony, "Is There No Outside of Curriculum-as-Text?" pp. 339-354 in Eero Ropo and Tero Autio, eds., International Conversations on Curriculum Studies: Subject, Society, and Curriculum. Rotterdam: Sense Publishers, 2009., James Anthony Whitson

Annotation: Discusses the differences between scholarly and popular conceptions of curriculum; examines the differences between curriculum-as-text and curriculum-as-life or -being; suggests implications for research and for practice.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives, Curriculum as Experience

 

Willis, George, "Creating Curriculum Knowledge from Students' Phenomenologies," pp. 45-48 in William H. Schubert and Ann L. Schubert, eds., Conceptions of Curriculum Knowledge: Focus on Students and Teachers . University Park, PA: College of Education, Penn State University, 1982., George Willis

Annotation: Explains this type of inquiry resulting in descriptions of students' life-worlds, interpretations of their meaning, and suggestions for practical action.

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

 

Willis, George, "Curriculum Theory and the Context of Curriculum," Curriculum Theory Network, 6(Winter, 1970-71), 41-59. Reprinted pp.427-444 in William F. Pinar, ed., Curriculum Theorizing . Berkeley, CA: McCutchan, 1975., George Willis

Annotation: Discusses the experiential context of the curriculum and the need to create educational environments that enhance the quality of children's experience.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum as Environment, Curriculum as Experience

 

Willis, George, and Anthony J. Allen, "Patterns of Phenomenological Response to Curricula: Implications," pp. 32-71 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978.*, George Willis and Anthony J. Allen

Annotation: Describes phenomenological inquiry procedures and offers an example.

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

 

Wolfe, Michael P., and Caroline R. Pryor, eds., The Mission of a Scholar: Research and Practice: A Tribute to Nelson Haggerson. New York: Peter Lang, 2002, Michael P. Wolfe and Caroline R. Pryor

Annotation: Presents 14 articles on various modes of scholarship (from action research to critical to mytho-poetic, to bigraphical to hermenuetic and more) written in personal and autobiographical form by authors who practice these modes of scholarship; these essays honor Nelson Haggerson as a multifaceted curriculum scholar and bring aspects of his life and work to public view.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum as Experience, Knowledge Generation, Curriculum Professors, Comparisons Among Inquiry Modes

 

Wood, George H., "Democracy and the Curriculum," pp. 166-187 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possiblilites . Albany, NY: State University of New York Press, 1988., George H. Wood

Annotation: Sets forth the ideal of a curriculum for democratic empowerment; discusses several dimensions thereof.

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 as Experience, Democratic Education, Curriculum Aims and Objectives

 

Zaret, Esther, "The Uncertainty Principle in Curriculum Planning," Theory Into Practice, 25(Winter, 1986), 46-52., Esther Zaret

Annotation: Discusses improving the quality of school life through phenomenological planning.

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

 

Zhang, Hua, "Toward a Confusian Vision of Curriculum," pp. 335-347 in Claudia Eppert and Hongyu Wang, eds., Cross-Cultural Studies in Curriculum: Eastern Thought, Educational Insights. New York: Lawrence Erlbaum, 2008., Hua Zhang

Annotation: Explicates the nature of a Confusian curriculum as based on moral creativity and aimed at the development of personhood.

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

 

Zhang, Hua, "William F. Pinar's Contributions to the World Curriculum Field," pp. 187-193 in Mary Aswell Doll, ed., The Reconceptualization of Curriculum Studies: A Festschrift in Honor of William F. Pinar. New York: Routledge, 2017., Hua Zhang

Annotation: Sums up Pinar's creative/intellectual and professional/personal contributions to the field of Curriculum Studies in general with some additional references to the Chinese and world-wide settings.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Single Study
Narrow Topic: American/International Curriculum Organizations, Comparative Curriculum, Curriculum as Experience, Curriculum History, Curriculum Professors, Curriculum Theory Creation and Uses, Self-Knowledge