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Anderson, Gary L., and Liliana Nontoro Donchik, "The Privatization of Education and Policy-making: The American Legislative Exchange Council (ALEC): New Political and Discourse Strategies of Education Governance," Educational Policy, 30(March, 2016), 322-364., Gary L. Anderson and Liliana Nontoro Donchik

Annotation: Traces the purposes, objectives, alliances, ideologies, and political strategies of ALEC; analyzes model legislative bills promoted by ALEC and discusses the strategies used by ALEC; shows how the public policy process has been privatized by actions of ALEC: suggests implications for policy-making and research in education.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: SIngle Study
Narrow Topic: Curriculum and Politics, Curriculum History, Democratic Education, Discourse Analysis, Freedom/Authority and Curriculum, Local Control of Schooling, Value Assumptions and Ideologies in Curriculum

 

Anyon, Jean, "Race, Social Class, and Educational Reform in an Inner-city School," Teachers College Record, 97 (Fall, 1995), 69-94., Jean Anyon

Annotation: Gives a case study of the ways blackness and whiteness, poverty and affluence, cultural marginalization and social legitamacy affect school reform.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum and Politics

 

Apple, Michael W., "Away with All Teachers: The Cultural Politics of Home Schooling," pp. 149 -173 in David M. Callejo Perez, Stephen M. Fain, and Judith J.Slater, eds., Pedagogy of Place: Seeing Space as Cultural Education. New York: Peter Lang, 2004., Michael W. Apple

Annotation: Analyzes the motives for home schooling and its advantages and disadvantages along with policy implications.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Alternatives in Education, Criticism of Schooling, Curriculum Aims and Objectives, Curriculum and Politics, Ethical Issues in Curriculum, Hidden Curriculum, Value Assumptions and Ideologies in Curriculum, Religious & Private Schooling, Values in the Classroom

 

Apple, Michael W., "Beyond Ideological Reproduction," pp. 154-166; 193-195 in his Ideology and Curriculum , 1st ed. Boston: Routledge and Kegan Paul, 1979. 2nd ed., New York; Routledge, 1990., Michael W. Apple

Annotation: Discusses the sociology and economics of school knowledge and argues for a critical examination of the relation between ideology and curriculum needs; uses the language of distribution and reproduction in the analysis.

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

 

Apple, Michael W., Can Education Change Society? New York: Routledge, 2013., Michael W. Apple

Annotation: Treats in previously unpublished essays the question in the title in light of the work of Freire, Counts, DuBois, Woodson , and others with examples both positive (Porto Alegre - Citizen Schools) and negative (Wal-Mart - Christian Conservative) influences; gives examples of the author's personal action in keeping with his commitment to critical education and action.

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: Curriculum History, Comparative Curriculum, Curriculum and Politics, Democratic Education, Value Assumptions and Ideologies in Curriculum

 

Apple, Michael W., "Creating Difference: Neo-Liberalism, Neo-Conservatism, and the Politics of Educational Reform," Educational Policy, 18(January and March, 2004)., 12-44., Michael W. Apple

Annotation: Analyes how market proposals and regulatory proposals are joined in recent educational reforms in several countries, including the U. S., and reflect power blocks supporting standards, testing, and a national curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Value Assumptions and Ideologies in Curriculum, Curriculum Standards and Testing, Curriculum and Politics, Local Control of Schooling

 

Apple, Michael W., "Critical Curriculum Studies and the Concrete Problems of Curriculum Policy and Practice," Journal of Curriculum Studies, 50(6,2018), 85-690., Michael W. Apple

Annotation: Sums up the author's concerns about how critical analysis has waxed and waned in the curriculum field and about the way the field has lost its way and its voice.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, 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: Knowledge Generation, Curriculum and Politics, Curriculum Profesors, Criticism of Schooling

 

Apple, Michael W., Cultural Politics and Education. New York: Teachers College Press, 1996., Michael W. Apple

Annotation: Discusses various educational issues involved in cultural politics: a national curriculum, the formation of the conservative right, the economy's implications for education, and the intellectual discourse surrounding these issues.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Discourse Analysis

 

Apple, Michael W., "Curriculum Planning: Content, Form, and the Politics of Accountability," pp. 25-44 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Michael W. Apple

Annotation: Reviews political issues and actions related to deciding curriculum content and curriculum organization, including struggles by various social groups to influence textbook content, standards and testing, and pedagogical practices that are adopted by legislative bodies in both the United States and the United Kingdom.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum and Politics, Comparative Curriculum

 

Apple, Michael W., ed., The State and the Politics of Knowledge. New York: RoutledgeFalmer, 2003., Michael W. Apple

Annotation: Describes ways that the state and school knowledge are interrelated; introduces illustrative examples from several countries.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Comparative Curriculum, Government Role in Educational Research & Development

 

Apple, Michael W., Educating the 'Right' Way: Markets, Standards, God, and Inequality. New York: Routledge, 2001. 2nd ed., 2006., Michael W. Apple

Annotation: Gives an elaborate analysis of four movements that have been combined by the political right to capture the discourse on recent educational policy and practice (neoliberalism, neoconservatism, authoritarian populism, and managerialism). Second edition adds new material on No Child Left Behind Act and on home schooling.

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

 

Apple, Michael W., "Educational and Cultural Reproduction: A Critical Assessment of Programs of Choice," pp. 503-541 in Robert B. Everhart, ed., The Public School Monopoly: A Critical Analysis of Education and the State in American Society . San Francisco: Pacific Institute for Public Policy Research, 1982.*, Michael W. Apple

Annotation: Discusses proposals for choice in education in the context of a cultural reproduction critique.

Broad Topical Focus: Curriculum Policies and Policy Making
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

 

Apple, Michael W., Education and Power . Boston: Routledge and Kegan Paul, 1982., Michael W. Apple

Annotation: Contains six essays devoted to analysis of power, reproduction, resistance, and commodification in curriculum.

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

 

Apple, Michael W., "Education, Culture, and Class Power," Educational Theory, 42(Spring, 1992), 127-145. Revised as Ch. 8 in his Power, Meaning, and Identity. New York: Peter Lang, 1999., Michael W. Apple

Annotation: Discusses class and its relation to education with emphasis on the work of Basil Bernstein.

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: Knowledge Generation, Curriculum and Politics

 

Apple, Michael W., "Humanism and the Politics of Educational Argumentation," pp. 315-330 in Richard Weller, ed., Humanistic Education: Vision and Realities . Berkeley, CA: McCutchan, 1977., Michael W. Apple

Annotation: Critiques the book The Anti-Man Culture (1972) in the context of political rationality.

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

 

Apple, Michael W., Ideology and Curriculum. Boston: Routledge and Kegan Paul, 1979. Second Edition, 1990., Michael W. Apple

Annotation: Contains eight essays on various aspects of the ideology of control in schools and curriculum.

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

 

Apple, Michael W., "Is There a Curriculum Voice to Reclaim?" Phi Delta Kappan, 71(March, 1990), 526-530. Revised version appears in "The Politics of Official Knowledge in the United States," Journal of Curriculum Studies, 22(July-August, 1990), 377-383. Revised again as Chapter 2 in his Power, Meaning, and Identity. New York: Peter Lang, 1999.*, Michael W. Apple

Annotation: Traces the conservative political influence in curriculum in the 1980s and urges the restoration of curriculum scholars' voices in the contemporary debates over curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
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, Curriculum and Politics, Curriculum Professors

 

Apple, Michael W. , Official Knowledge: Democatic Education in a Conservative Age , 1st ed. New York: Routledge, 1993. 2nd ed., 2000. 3rd ed., 2014., Michael W. Apple

Annotation: Explains the politics of official knowledge in the curriculum, textbooks, state regulations, industry-provided TV news, and packaged curricula; offers personal examples of activist work. 3rd edition has new front material and two new chapters.

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, Textbooks

 

Apple, Michael W., "On Analyzing New Hegemonic Relations: An Interview," pp. 173-202 in Michael W. Apple. Ideology and Curriculum, 3rd ed. New York: RoutledgeFalmer, 2004., Michael W. Apple

Annotation: Capures the author's views on 17 questions put to him about the dominant ideologies in contemporary education policies and practices and about what actions he would urge in these circumstances.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Democratic Education, Freedom/Authority and Curriculum

 

Apple, Michael W., "Politics and National Curriculum Policy," Curriculum Inquiry, 7(Winter, 1977), 355-361., Michael W. Apple

Annotation: Reviews documents from NIE's Curriculum Development Task Force in terms of political perspectives.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Government Role in Educational Research & Development, Value Assumptions and Ideologies in Curriculum

 

Apple, Michael W., "Power and Culture in the 'Report of the Committee of Ten'," New York University Education Quarterly, 14(Winter, 1983), 28-32. Revised as Ch 5 in his Power, Meaning, and Identity. New York: Peter Lang, 1999., Michael W. Apple

Annotation: Critques the 1894 Report of the Committee of Ten on Secondary Social Studies in terms of inequalities.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Classics of Curriculum Literature

 

Apple, Michael W., "Power and School Knowledge," The Review of Education, 3(January-February, 1977), 26-49., Michael W. Apple

Annotation: Presents an essay review of Sharp & Green's Education and Social Control (1975).

Broad Topical Focus: 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: Ideology and School Knowledge, Curriculum and Politics, Curriculum Aims and Objectives

 

Apple, Michael W., Power, Meaning, and Identity: Essays in Critical Educational Studies. New York: Peter Lang, 1999., Michael W. Apple

Annotation: Collects ten of Apple's previously published articles on politics and curriculum, the control of curriculum knowledge, and critical educational studies, with an extended introduction and an epilogue.

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

 

Apple, Michael W., "Social Crisis and Curriculum Accords," Educational Theory, 38(Spring, 1988), 191-201.*, Michael W. Apple

Annotation: Defines the political contexts within which curriculum compromises are made.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Apple, Michael W., "Standards, Markets, and Curriculum," pp. 55-74 in Barry M. Franklin, ed., Curriculum and Consequences: Herbert M. Kliebard and the Promise of Schooling. New York: Teachers College Press, 2000., Michael W. Apple

Annotation: Analyzes the political movement (called conservative restoration by Apple) in which market forces and performance standards, national curriculum, and national testing are touted as reforms in the curriculum in England; also by inference in the U. S.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Curriculum Standards and Testing, Comparative Curriculum, Local Control of Schooling

 

Apple, Michael W., Teachers and Texts: A Political Economy of Class and Gender Relations in Education . New York: Routledge & Kegan Paul, 1986., Michael W. Apple

Annotation: Contains eight critical essays on the work of teachers, textbook publishing, current reform proposals, and democracy in education.

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

 

Apple, Michael W., "The Adequacy of Systems Management Procedures in Education and Alternatives," Journal of Educational Research, 66(September, 1972), 10-18. Reprinted in Albert H. Lee, ed., Perspectives on Management Systems Approaches in Education: A Symposium . Englewood Cliffs, NJ: Educational Technology Publications, 1973. Another version pp. 105-122 in Michael W. Apple, Ideology and Curriculum. New York: Routledge and Kegan Paul, 1979.*, Michael W. Apple

Annotation: Critiques the technical ideology in systems management procedures from political and ethical perspectives.

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

 

Apple, Michael W., "The Hidden Curriculum and the Nature of Conflict," Interchange, 2(No. 4, 1971), 27-40. Reprinted pp. 95-119 in William Pinar, ed., Curriculum Theorizing: The Reconceptualists. Berkeley, CA: McCutchan, 1975., Michael W. Apple

Annotation: Discusses the hidden curriculum and the part conflict plays in it.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

 

Apple, Michael W., "The Other Side of the Hidden Curriculum: Correspondence Theories and the Labor Process," Journal of Education (Boston University), 162(Winter, 1980), 47-66. A version appears in Interchange, 11(no. 3, 1980-81), 5-22., Michael W. Apple

Annotation: Discusses the hidden curriculum and the norms of the workplace, including women's work, and how schools can take action.

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, Curriculum and Politics

 

Apple, Michael W., "The Personal and the Political in Critical Educational Studies," pp. 3-27 in Michael W. Apple, ed., Power, Meaning, and Identity. NEw York: Peter Lang, 1999.*, Michael W. Apple

Annotation: Recaps the author's own work and scholarship in critical educational studies.

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

 

Apple, Michael W., "The Politics of Official Knowledge: Does a National Curriculum Make Sense? Teachers College Record, 95(Winter, l993), 222-241; reprinted pp. 22-41 in Michael W. Apple, Cultural Politics and Education. New York: Teachers College Press, 1996.*, Michael W. Apple

Annotation: Argues against conservative perspective on a national curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum and Politics, Freedom/Authority and Curriculum, Curriculum Standards and Testing

 

Apple, Michael W., "The Politics of School Knowledge," The Review of Education, 5(Winter, 1979), 1-14., Michael W. Apple

Annotation: Presents a review of Whitty & Young's Explorations in the Politics of School Knowledge.

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

 

Apple, Michael W., "The Politics of Teachers and Texts," pp. 3-28 in Michael W. Apple, Teachers and Texts. New York: Routledge & Kegan Paul, 1986., Michael W. Apple

Annotation: Explains the research approach informing the author's study of teachers and texts; focuses on class, race, gender.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Textbooks, Ideology and School Knowledge

 

Apple, Michael W., "The Text and Cultural Politics," Educational Researcher, 21(October, 1992), 4-11.*, Michael W. Apple

Annotation: Analyzes the presence of official knowledge in textbooks, the political and cultural forces that effect textbook content, and how readers respond to such texts.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, 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, Textbooks, Ideology and School Knowledge

 

Apple, Michael W., Wayne Au, and Luis Armando Gandin, "Mapping Critical Education" pp.3-19 in Michael W. Apple, Wayne Au, and Luis Armando Gandin, eds., The Routledge International Handbook of Critical Education. New York: Routledge, 2009., Michael W. Apple, Wayne Au, and Luis Armando Gandin

Annotation: Traces the purposes, history, and forms of critical education and pedagogy.

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, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Social Studies

 

Apple, Michael W., and Kristen L Buras, eds., The Subaltern Speak: Curriculum, Power, and Educational Struggles. New York: Routledge, 2006., Michael W. Apple and Kristen L. Buras

Annotation: Offers perspectives on U. S. education from non-dominant and oppressed groups such as those oriented around the Core Knowledge Movement, home schooling, vouchers for African-Americans,indigenous and Chicano youth, the racially and sexually abused, those claiming academic freedom in the corporate academy,and those excluded by global cosmopolitanism, with additional examples from Taiwan and Brazil; includes analytic introductory and closing chapters.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

 

Apple, Michael W., and Barry W. Franklin, "Curricular History and Social Control," pp. 176-201 in Carl A. Grant, ed., Community Participation in Education . Boston: Allyn & Bacon, 1979., Michael W. Apple and Barry W. Franklin

Annotation: Traces the effort to base curriculum on the concept of social contract.

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

 

Apple, Michael W., and Anita Oliver, "Becoming Right: Education and the Formation of Conservative Movements," Teachers College Record, 97(Spring, 1996), 419-445; reprinted pp. 42-67 in Michael W. Apple, Cultural Politics and Education. New York: Teachers College Record, 1996., Michael W. Apple and Anita Oliver

Annotation: Traces the way the Right has developed it's stance toward certain educational policies and provides an illustration from a local school system.

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

 

Apple, Michael W., and Joel Taxel, "Power and Curriculum Content," pp. 122-133 in Carl A. Grant, ed., Preparing for Reflective Teaching . Boston: Allyn and Bacon, 1984., Michael W. Apple and Joel Taxel

Annotation: Does an analysis of the relation between curriculum content and power groups.

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: Curriculum and Politics, Content Selection and Organization, Ideology and School Knowledge

 

Aronowitz, Stanley, and Henry A. Giroux, "Curriculum Theory and the Language of Possibility," pp. 139-162 in Stanley Aronowitz and Henry A. Giroux, Education Under Siege . South Hadley, MA: Bergin and Garvey, 1985.*, Stanley Aronowitz and Henry A. Giroux

Annotation: Advocates linking cultural politics and the language of critique and possibility to curriculum theory.

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

 

Atkin, J. Myron, and Ernest R. House, "The Federal Role in Curriculum Development: 1950-1980," Educational Evaluation and Policy Analysis, 3(September-October, 1981), 5-36.*, J. Myron Atkin and Ernest R. House

Annotation: Traces the history of U. S. government support for curriculum development between 1950 and 1980.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Government Role in Educational Research & Development, Curriculum History

 

Au, Wayne, "Teaching Under the New Taylorism: High-Stakes Testing and the Standardization of 21st Century Curriculum, Journal of Curriculum Studies, 43(No.1, 2011), 25-45., Wayne Au

Annotation: Reviews history of Taylorism in curriculum theory and its current manifestation; describes the effects of contemporary high-stakes testing (recontextualization and commoditization) as attempts of policy-publics to control curriculum and teaching from a distance for political purposes.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum History, Social Efficiency/Control, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Local Control of Schooling

 

Au, Wayne, Anthony L. Brown, and Delores Calderon, Reclaiming Multicultural Roots of U. S. Curriculum: Communities of Color and Official Knowledge in Education. New York: Teachers College Press, 2016., Wayne Au, Anthony L. Brown, and Delores Calderon

Annotation: Gives evidence of the omission during the early 20th century of attention by both schools and the curriculum scholars community to the realities of Native American, Asian American, Mexican American, and African American histories.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History, Content Selection and Organization, Curriculum Aims and Objectives, Curriculum and Politics, Ideology and School Knowledge, Materials Development and Evaluation, Value Assumptions and Ideologies in Curriculum

 

Au, Wayne, and Joseph J. Ferrare, eds., Mapping Corporate Education Reform: Power and Policy Networks in the Neoliberal State. New York: Routledge, 2015., Wayne Au and Joseph J. Ferrare

Annotation: Presents several studies using policy network analysis to demonstrate the webs of involvement of corporate and other non-governmental organizations in governing educational reform under neoliberal assumptions; examples include Teach For America, Pearson, and others from US, China, and Chile.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum and Politics, Government Role in Educational Research & Development, Hidden Curriculum, Ideology and School Knowledge, Religious & Private Schooling, Value Assumptions and Ideologies in Curriculum

 

Ayers,William, Therese Quinn, David O. Stovall, and Libby Scheiern, "Teachers' Experience of Curriculum, Policy, Pedagogy, and Situation," pp. 306-326 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., William Ayers, Therese Quinn, David O. Stovall, and Libby Scheiern

Annotation: Cites research on the topic classified by various research approaches; major categories include policy and curriculum, curriculum and pedagogy, and situations of resistance and justice.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Teacher Knowledge, Practical Knowledge, Curriculum and Politics, Teaching/Learning Process, Values in the Classroom

 

Baker, Eva L., "Researchers and Assessment Policy Development: A Cautionary Tale," American Journal of Education, 102(August, 1994), 450-477., Eva L. Baker

Annotation: Reports the meetings of organizations involved since 1991 in national policy debates over curriculum standards assessments and the different perspectives of assessment experts and politicians.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Standards and Testing, Value Assumptions and Ideologies in Curriculum, Content Selection and Organization

 

Ball, Stephen J., ed., Foucault and Education: Disciplines and Knowledge . New York: Routledge, 1990., Stephen J. Ball

Annotation: Includes nine articles by Australian, English, and Canadian scholars on Foucault and power in education..

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, Comparative Curriculum, Curriculum and Politics, Curriculum and the Disciplines

 

Barnes, Barry, Interests and the Growth of Knowledge . Boston: Routledge & Kegan Paul, 1977., Barry Barnes

Annotation: Opens up problems of knowledge, ideology, and power.

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

 

Barone, Tom, Aesthetics, Politics, and Educational Inquiry: Essays and Examples. New York: Peter Lang, 2000., Tom Barone

Annotation: Reprints 14 essays by the author (organized around the influences of Eisner, Dewey, Rorty, Sarte, and Bakhtin) describing and demonstrating the use of narrative inquiry in education.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Curriculum and Politics, Aesthetics and Curriculum

 

Barone, Tom, "Arts-Based Educational Projects and the Redressing of the Political Spectacle," Journal of Curriculum and Pedagogy, 1(Winter, 2004), 36-43., Tom Barone

Annotation: Critiques the politics of current corporatist and exclusionist curriculum policies; advocates the use of the arts in challenging this political spectacle.

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

 

Barton, Len, Roland Meighan, and Stephen Walker, eds., Schooling, Ideology, and the Curriculum . Barcombe, England: Falmer, 1980., Len Barton, Roland Meighan, and Stephen Walker

Annotation: Contains 5 papers that reappraise correspondence theory and 5 papers that discuss the relation between power and ideology.

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

 

Bascia, Nina, Alister Cumming, Amanda Datnow, Kenneth Leithwood, and David Livingstone, eds., International Handbook of Educational Policy. Dordrecht: Springer, 2005., Nina Bascia, Alister Cumming, Amanda Datnow, Kenneth Leithwood, and David Livingstone

Annotation: Contains 55 articles under the headings: large-scale educational reforms, learning and governace, teachig quality, literacies, and workplace learning.

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

 

Bateman, Donald R., "The Politics of Curriculum," pp. 54-68 in William F. Pinar, ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory . Berkeley, CA: McCutchan, 1974. Reprinted pp. 154-174 in James R. Gress and David E. Purpel, eds., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1978., Donald R. Bateman

Annotation: Explains the politics of curriculum and the pedagogy of domination.

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

 

Berlak, Harold, "From Local Control to Government and Corporate Takeover of School Curriculum: The NO CHILD LEFT BEHIND Act and the READING FIRST Program," pp. 267-285 in H. Svi Shapiro and David E. Purpel, eds., Critical Social Issues in American Education, 3rd ed. Mahwah, NJ: Lawrence Erlbaum, 2005., Harold Berlak

Annotation: Traces history of NCLB Act and the corporate interests that made its passage possible; points out the damage done to public education by this Act and urges changing these policies

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum History, Government Role in Educational Research & Development, Local Control of Schooling, Curriculum Standards and Testing

 

Bernstein, Basil, and Ulf P. Lundgren, Power Control and Pedagogy . Lund, Sweden: University of Lund, 1982., Basil Bernstein and Ulf P. Lundgren

Annotation: Describes a variety of issues relating pedagogy, power, 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: Ideology and School Knowledge, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

 

Beyer, Landon E., "Political Notes and Notices," Journal of Curriculum Theorizing, 2(Summer, 1985), 150-161.*, Landon E. Beyer

Annotation: Offers an argument for political activity by educators with several examples.

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

 

Beyer, Landon E., "The Curriculum, Social Context, and 'Political Correctness'," Journal of General Education, 43(No. 1, 1994), 1-31.*, Landon E. Beyer

Annotation: Argues against the contemporary conservative views of curriculum in higher education that accept a singular view of truth, reality, or certainty; critiques those views in terms of philosophical and contextual criteria.

Broad Topical Focus: 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: Ideology and School Knowledge, Liberal Education/General Education, Higher Education Curriculum, Curriculum and Politics, Multicultural Education, Knowledge Generation

 

Beyer, Landon E., and Michael W. Apple, "Values and Politics in the Curriculum," pp. 3-16 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities . Albany, NY: State University of New York Press, 1988. Also pp. 1-17 in second edition, 1998., Landon E. Beyer and Michael W. Apple

Annotation: Introduces the book's essays and places them historically within the curriculum field's perennial and complex questions.

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

 

Beyer, Landon E., and Daniel P. Liston, Curriculum in Conflict: Social Visions, Educational Agendas, and Progressive School Reform. New York: Teachers College Press, 1996., Landon E. Beyer and Daniel P. Liston

Annotation: Analyzes the educational positions associated with the new right, modern liberals, radicals, and postmodernists and then develops a new position -- new progressivism -- with an associated view of curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Philosophical Schools

 

Binder, Amy J., Contentious Curricula: Afrocentrism and Creationism in American Public Schools. Princeton, NJ: Princeton University Press, 2002., Amy J. Binder

Annotation: Traces the challenges to and impact on the curriculum of these two group pressures; draws on cases in six states and one school district.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum and Politics

 

Blacker, David, "Fanaticism and Schooling in the Democratic State," American Journal of Education, 106(February, 1998), 241-272., David Blacker

Annotation: Defines a circumscribed view of fanaticismn and argues for excluding groups defined by fanaticism from participating in democractic school policy making.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Ideology and School Knowledge

 

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

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

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

 

Boyd, William L., "Local Influences on Education," pp. 1119-1129 in Harold E. Mitzel, ed., Encyclopedia of Educational Research, Fifth Edition. New York: Macmillan, 1982.*, William L. Boyd

Annotation: Describes the political forces at work in local educational decision making.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Local Control of Schooling

 

Boyd, William L., "The Changing Politics of Curriculum Policy-Making for American Schools," Review of Educational Research, 48(Fall, 1978), 577-628. Reprinted pp. 73-137 in Jon Schaffarzick and Gary Sykes, eds., Value Conflicts and Curriculum Issues: Lessons from Research and Experience . Berkeley, CA: McCutchan, 1979., William L. Boyd

Annotation: Reviews incremental and non-incremental approaches to curriculum policy making, the change role of professionals and the authority structure in this process, and centralizing vs representative forces on the process.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

 

Boyd, William L., "The Politics of Curriculum Change and Stability," Educational Researcher, 8(February, 1979), 12-18.*, William L. Boyd

Annotation: Gives an overview of incremental and non-incremental curriculum policy making and related topics within the context of U. S. schools.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum and Politics

 

Brady, Jeanne F., "Public Pedagogy and Educational Leadership: Politically Engaged Scholarly Communities and Possibilities for Critical Engagement," Journal of Curriculum and Pedagogy, 3(Summer, 2006), 57-60., Jeanne F. Brady

Annotation: Makes a challenging call and a persuasive argument for educational scholars and practitioners to engage in speaking up on public issues (including public education issues) through collegial communities that think and act together both ethically and responsibly; see also related articles in same issue, p. 87, p. 92.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Contexts and Societal Influences, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Professionalization in Curriculum, Curriculum Professors, Ethical Issues in Curriculum

 

Buras, Kristen L., and Michael W. Apple, "Introduction," pp.1-39 in The Subaltern Speak: Curriculum, Power, and Educational Struggles. New York: Routledge, 2006., Kristen L. Buras and Michael W. Apple

Annotation: Gives comprehensive context for understanding the ten studies that follow the introduction; defines subaltern communities and how they speak and act in education; analyzes issues of voice, identity, and whose knowledge is most valued.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Freedom/Authority and Curriculum, Ideology and School Knowledge

 

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

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

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

 

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

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

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

 

Cala, William G, "The Mismeasure and Abuse of our Children: Why School Officials Must Resist State and National Standardized Testing Reforms," pp. 149-165 in Sandra Mathison, and E. Wayne Ross, eds., Defending Public Schools, Volume I: The Nature and Limits of Standards Based Reform and Assessment. Westport, CT: Praeger, 2004., William G. Cala

Annotation: Argues against using high-stakes testing ang for action against these policies.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum and Politics

 

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

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

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

 

Carlson, Dennis, and Michael W. Apple, eds., Power/Knowledge/Pedagogy: The Meaning of Democratic Education in Unsettling Times. Boulder, CO: Westview Press, 1998., Dennis Carlson and Michael W. Apple

Annotation: Gives contemporary political views of curriculum reform, identity issues, textbooks, and pedagogy.

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
Type of Study: Collection of Studies
Narrow Topic: Curriculum and Politics, Democratic Education, Value Assumptions and Ideologies in Curriculum

 

Carr, Wilfred, and Anthony Hartnett, Education and the Struggle for Democracy: The Politics of Educational Ideas. Bristol, PA: Open University Press, 1996., Wilfred Carr and Anthony Hartnett

Annotation: Offers critique and history of the democratic politics of the 1988 change in curriculum in the United Kingdom and provides a new democratic theory of education.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Citizenship Education, Curriculum and Politics, Philosophical Schools, Comparative Curriculum, Democratic Education

 

Catterall, James S., and Emily Brizendine, "Proposition 13: Effects on High School Curricula, 1978-1983," American Journal of Education, 93(May, 1985), 327-351., James S. Catterall and Emily Brizendine

Annotation: Reports a survey of curriculum changes in California after cutting property taxes by more than half and the resulting financial stress on schools.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Administration, Leadership, Finance, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Curriculum and Politics, Secondary School Curriculum

 

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

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

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

 

Cherryholmes, Cleo H., "Theory and Practice: On the Role of Empirically Based Theory for Critical Practice," American Journal of Education, 94(November, 1985), 39-70.*, Cleo H. Cherryholmes

Annotation: Addresses the uses of theory and of practice in the literature of educational research, especially in relation to critical inquiry.

Broad Topical Focus: Relation of Curriculum Research to Practice,Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Practical Knowledge, Curriculum and Politics

 

Clegg, Ambrose A., Jr., "Diversity and Conformity in American Curriculum," pp. 175-213 in O. L. Davis, Jr., ed., Perspectives on Curriculum Development: 1776-1976. Washington, DC: Association for Supervision and Curriculum Development, 1976., Ambrose A. Clegg Jr.

Annotation: Traces facets of curriculum development from early America to the present.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History, Curriculum and Politics

 

Clune, William H., "The 'Standards Wars' in Perspective," Teachers College Record, 100(Fall, 1998), 144-149., William H. Clune

Annotation: Summarizes agreements and disagreements in discussions of standards in mathematics and in science appearing in related articles in the same issue of the journal.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Standards and Testing, Content Selection and Organization, Curriculum and Politics, Science, Mathematics

 

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

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

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

 

Cohen, David K., "Politics and Research: Evaluation of Social Action Programs in Education," Review of Educational Research , 40(April, 1970), 213-238. Reprinted pp. 442-467 in Arno A. Bellack and Herbert Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., David K. Cohen

Annotation: Regards evaluation studies as political in nature and describes several approaches to program evaluation.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum and Politics, Program Audit/Evaluation

 

Cohen, David K., "What is System in Systemic Reform," Educational Researcher, 24 (December, 1995), 11-17; 31., David K. Cohen

Annotation: Sums up findings on policy studies related to theme of state and local policy instruments to attain systemic educational reform, including the use of curriculum standards and assessments.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum and Politics, Curriculum Standards and Testing

 

Cohen, David K., and Susan L. Moffitt, "The Influence of Practice on Policy," pp. 63-80 in Douglas E. Mitchell, Robert L. Crowson, and Dorothy Shipps, eds., Shaping Educational Policy: Power and Process. New York: Routledge, 2011., David K. Cohen and Susan L. Moffitt

Annotation: Discusses the two-way influence of governing bodies and practice on educational policy; illustrates with the history of ESEA/NCLB; discusses paradoxes of coherence, capability, and excellence.

Broad Topical Focus: Curriculum Policies and Policy Making, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics

 

Connell, R. W., "Curricular Justice," pp. 43-54 in his Schools and Social Justice. Philadelphia: Temple University Press, 1993., R. W. Connell

Annotation: Discusses three design principles of a curriculum that leads to social justice; discusses what makes for an unjust curriculum; argues for a counter-hegemoic curriculum logic.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum and Politics, Ethical Issues in Curriculum

 

Connelly, F. Michael, "Joseph Schwab, Curriculum, Curriculum Studies, and Educational Reform," Journal of Curriculum Studies, 45(No. 5, 2013), 622-639., F. Michael Connelly

Annotation: Explains Schwab's conceptualization of a dialectical way of relating theory and practice in curriculum (quite a different principle from that prevalent in Curriculum Studies at the time of Schwab's writings); discusses what has happened since Schwab's time to curriculum studies, to curriculum reform, and to curriculum policy; suggests educational reform requires entering a massive, on-going, narrative process.

Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study, Relation of Curriculum Research to Practice, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum History, Curriculum and Politics, Curriculum Professors

 

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

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

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

 

Cornbleth, Catherine, "Echo Effects and Curriculum Change," Teachers College Record, 110(October, 2008), 2148-2171., Catherine Cornbleth

Annotation: Analyzes the effects on curriculum policy and practice of external social actions by use of the "echo" metaphor; gives illustrations and notes what contributes to weaker or stronger management of echo effects.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Administration, Leadership, Finance, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Discourse Analysis

 

Cornbleth, Catherine, "National Standards and the Curriculum as Containment?" pp. 211-238 in Catherine Cornbleth, ed., Curriculum Politics, Policy, Practice: Cases in Comparative Context. Albany, NY: SUNY Press, 2000., Catherine Cornbleth

Annotation: Notes tensions in curriculum politics, policy, and practice in two states--California and New York--between a common cultural curriculum versus a multicultural curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Curriculum Standards and Testing, Curriculum and Politics, Multicultural Education

 

Darling-Hammond, Linda, "National Standards and Assessments: Will They Improve Education?" American Journal of Education, 102(August, 1994), 478-510., Linda Darling-Hammond

Annotation: Argues against the use of national curriculum standards and national assessments related to them.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum and Politics, Content Selection and Organization, Local Control of Schooling, Freedom/Authority and Curriculum

 

Davis, O. L., Jr., ed., Perspectives on Curriculum Development: 1776-1976. Washington, DC: Association for Supervision and Curriculum Development, 1976., O. L. Davis Jr.

Annotation: Contains six major essays on historical subjects related to curriculum: professionalism, influences on curriculum, control of curriculum, curriculum diversity and conformity, current realities, and a source bibliography.

Broad Topical Focus: Curriculum as a Field of Practice and Study,Curriculum Development, Organization, Design,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Classics of Curriculum Literature, Curriculum Specialists in Schools, Literature of Curriculum, Curriculum and Politics

 

Davis, O. L., Jr., "Who Is the Curriculum Customer?" pp. 103-107 in Tim Everton, Peter Mayne, and Steve White, Effective Learning: Into a New ERA . London: Jessica Kingsley; Philadelphia: Taylor and Francis, 1990. *, O. L. Davis Jr.

Annotation: Describes curriculum in terms of a "marketplace" metaphor as a basis for thinking about accountability.

Broad Topical Focus: Curriculum Definitions, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum and Politics

 

Dei, George J. Sefa,"Revisiting the Question of the Indigenous," pp 291-309 in Joao M Paraskeva and Shirley R. Steinberg, eds., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., George J. Sefa Dei

Annotation: Challenges the notion of universal knowledge as a basis for curriculum content; makes the case for incorporating a variety of indigenous knowledges into the curriculum; posits an indigenous discursive framework.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge, Knowledge Generation, Curriculum and Politics, Ethical Issues in Curriculum, Value Assumptions and Ideologies in Curriculum

 

del Pilar O'Cadiz, Maria, Pia Lindquist Wong, and Carlos Alberto Torres, "Creating the Popular Public Schools," pp. 71-105, and "Reorienting the Curriculum: The Interdisciplinary Project," pp. 107-134, in their Education and Democracy: Paulo Freire, Social Movements, and Educational Reform in Sao Paulo. Boulder, CO: Westview PRess, 1998., Maira del Pilar O'Cadiz, Pia Lindquist Wong, and Carlos Alberto Torres

Annotation: Describes the principles and creation of the Popular Public School in Sao Paulo, Brazil, under the direction of Freire as Secretary of Education, 1989-1991; describes three phases of curriculum development employed in the Interdisciplinary Project, the centerpiece of the curriculum.

Broad Topical Focus: Curriculum Theorists, 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, Teaching/Learning Process, Curriculum and Politics

 

Dodson, Dan W., "Factors Influencing Curriculum Development," Review of Educational Research, 27(June, 1957), 262-269., Dan W. Dodson

Annotation: Deals with racial, technological, cold war, ideological, and communty power influences on curriculum development.

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

 

Donmoyer, Robert, "Postpositivist Evaluation: Give Me a For Instance," Educational Administration Quarterly, 27 (August, 1991), 265-296.*, Robert Donmoyer

Annotation: Proposes a deliberative form of evaluation and gives an example of its use in an administrator's evaluation of teachers' instruction.

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

 

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

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

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

 

Edgerton, Susan H., "Curriculum Politics and Policies," pp. 1334-1338 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, Susan H. Edgerton

Annotation: Reviews curriculum politics (hidden, reproduction, resistance, and criticisms) and curriculum policies (centralized vs local) across several countries.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum and Politics, Comparative Curriculum, Value Assumptions and Ideologies in Curriculum, Local Control of Schooling

 

Eisner, Elliot W., "The Primacy of Experience and the Politics of Method," Educational Researcher, 17(June-July, 1988), 15-20., Elliot W. Eisner

Annotation: Calls for use of diverse research methods that capture the variety of experience we seek to study; addresses political issues related.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and Politics

 

Elmore, Richard F., "The Problem of Stakes in Performance-Based Accountability Systems," pp. 274-296 in Susan H. Fuhrman and Richard F. Elmore, eds., Redesigning Accountability Systems for Education. New York: Teachers College Press, 2004., Richard F. Elmore

Annotation: Draws conclusions from essays in the volume regarding the status of accountability systems to date; identifies political and practical issues to be resolved; and sets out five design principles for new accountability policies.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Student Assessment, Evaluation of Instruction

 

Elmore, Richard F., and Susan H. Fuhrman, eds., The Governance of Curriculum.. 1994 ASCD Yearbook. Alexandria, VA: Association for Supervision and Curriculum Development, 1994., Richard F. Elmore and Susan H. Fuhrman

Annotation: Sums up changes in state and local policy making roles and processes in curriculum, reviews related research and reports of experience, and draws implications for action by education professionals.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Government Role in Educational Research & Development, Local Control of Schooling, Freedom/Authority and Curriculum

 

Elmore, Richard F., and Susan H. Fuhrman, "Education Professionals and Curriculum Governance," pp. 210-215 in Richard F. Elmore and Susan H. Fuhrman, eds., The Governance of Curriculum. 1994 ASCD Yearbook. Alexandria,VA: Association for Supervision and Curriculum Development,1994., Richard F. Elmore and Susan H. Fuhrman

Annotation: Discusses the political realities of curriculum governance and gives practical advice to professionals engaged in governance.

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