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Ahwee, Suzette, et al., "The Hidden and Null Curriculum: An Experiment in Collective Educational Biography," Educational Studies, 35(February, 2004), 25-43., Suzette Ahwee

Annotation: Gives examples from schooling of the hidden and the null curriculum along with a literature summary of the two topics.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Hidden Curriculum, Ideology and School Knowledge

 

Alexander, Don, "Curriculum Turmoil in Liberal Democracies," Journal of Curriculum Studies, 23(January-February, 1991), 71-78., Don Alexander

Annotation: Discusses two views of liberal democracy found in liberal education.

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: Liberal Education/General Education, Ideology and School Knowledge

 

Anyon, Jean, "Ideology and United States History Textbooks," Harvard Educational Review, 49(August, 1979), 361-386., Jean Anyon

Annotation: Examines seventeen secondary level history textbooks and finds an ideology that serves the interests of only particular groups in society.

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, Textbooks, Social Studies

 

Anyon, Jean, "Schools as Agencies of Social Legitimation," The Journal of Curriculum Theorizing, 3(Summer, 1981), 86-103. Reprinted pp. 175-200 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Jean Anyon

Annotation: Documents social and economic stratification in students' experiences of school and in the content of the curriculum; draws implications.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Social Studies, Curriculum as Experience, Content Selection and Organization

 

Anyon, Jean, "Social Class and School Knowledge," Curriculum Inquiry, 11(Spring, 1981), 3-42., Jean Anyon

Annotation: Reports a study of the stratification of school knowledge in five elementary schools in two districts in New Jersey.

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, Elementary School Curriculum, Content Selection and Organization

 

Anyon, Jean, "Social Class and the Hidden Curriculum of Work," Journal of Education (Boston University), 162(Winter, 1980), 67-92. Reprinted pp. 366-389 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988., Jean Anyon

Annotation: Examines contrasting schools differentiated by social class and finds reproduction of economic relationship in each.

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

 

Anyon, Jean, "The Retreat of Marxism and Socialist Feminism: Postmodern and Poststructural Theories in Education," Curriculum Inquiry, 24(Summer, 1994), 115-133.*, Jean Anyon

Annotation: Critiques work of Cherryholmes, Lather, Ellsworth, Giroux, and McLaren with respect to the lack of empirical basis for their critical theories and offers an alternative approach of her own. Cherryholmes responds in a related article that follows.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Philosophical Schools

 

Anyon, Jean, "Workers, Labor, and Economic History, and Textbook Content," pp. 37-60 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling. Philadelphia: Temple University Press, 1983., Jean Anyon

Annotation: Examines ideology present in history textbooks.

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: Textbooks, Social Studies, Ideology and School Knowledge

 

Applebaum, Barbara, "Is Teaching for Social Justice a Liberal Bias?" Teachers College Record, 111(February, 2009), 376-408., Barbara Applebaum

Annotation: Explores the meaning of "liberal bias" and of "ideology" in relation to the curriculum issue of their potential imposition on students through teaching for social justice.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives, Ideology and School Knowledge

 

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 Critical Pedagogy Interrupt Rightist Policies?" Educational Theory, 50(Spring, 2000), 229-254.*, Michael W. Apple

Annotation: Challenges the market ideology that now dominates schooling and curriculum; reports on the effects of policy decisions resting on this ideology rather than on educational criteria; shows how national curriculum and national testing (in UK and in US) are reducing equality of educational opportunity; gives examples of efforts to counter current tendencies.

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, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum Standards and Testing, Value Assumptions and Ideologies in Curriculum, Comparative Curriculum

 

Apple, Michael W., "Commonsense Categories and Curriculum Thought," pp. 116-148 in James B. Macdonald and Esther Zaret, eds., Schools in Search of Meaning . Washington, DC: Association for Supervision and Curriculum Development, 1975. Reprinted in Roger Dale, et al., eds., Schooling and Capitalism: A Sociological Reader. London: Routledge & Kagan Paul, 1976., Michael W. Apple

Annotation: Examines the history of reforms in education and asks "Are things as they seem?" ; exposes "labeling" for its hidden ideology.

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: Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum, Criticism of Schooling

 

Apple, Michael W., "Curriculum and Reproduction," Curriculum Inquiry, 9(Fall, 1979), 251-257., Michael W. Apple

Annotation: Presents a review of Basel Berstein's book, Class, Codes, and Controls, Vol. 3.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: All Fields
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge

 

Apple, Michael W., "Curriculum as Ideological Selection," Comparative Education Review, 20(June, 1976), 209-215., Michael W. Apple

Annotation: Presents an essay review of Knowledge and Control (Young, 1971) and Educability, Schools, and Ideology (Flude and Ahier,1974).

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, Philosophical Inquiry-Ampliative Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Comparative Curriculum

 

Apple, Michael W., ed., Cultural and Economic Reproduction in Education: Essays on Class, Ideology, and the State . Boston: Routledge & Kegan Paul, 1982., Michael W. Apple

Annotation: Presents ten essays by leading critical theorists on various aspects of cultural and economic reproduction in education.

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

 

Apple, Michael W., "Ideology, Reproduction, and Educational Reform," Comparative Education Review, 22(October, 1978), 367-387., Michael W. Apple

Annotation: Describes the sociology and economics of school knowledge, the problem of high status knowledge, and their relation to reproduction theory.

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, Content Selection and Organization

 

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., "Old Humanists and New Curricula: Politics and Culture in the Paideia Proposal," Curriculum Inquiry, 15(Spring, 1985), 93-106., Michael W. Apple

Annotation: Critiques Adler's Paideia Proposal and identifies who it is intended for even though Adler says it is for all students.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum Differentiation

 

Apple, Michael W., "On Analyzing Hegemony," Journal of Curriculum Theorizing, 1(Winter, 1979), 10-27. A revised version appears pp. 1-25 in his Ideology and Curriculum. London: Routledge & Kegan Paul, 1979. Also in 2nd ed., 1990., Michael W. Apple

Annotation: Addresses how thought and culture are determined by the social and economic structure; shows how to detect ideology.

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

 

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., "Rationality as Ideology," Educational Theory, 26(Winter, 1976), 121-131.*, Michael W. Apple

Annotation: Sets forth a perspective on Feinberg's book, Reason and Rhetoric.

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

 

Apple, Michael W., "Reproduction, Contestation, and Curriculum: An Essay in Self-Criticism," Interchange, 12(Nos. 2-3, 1981), 27-47., Michael W. Apple

Annotation: Recaps Apple's own work and sets it in relation to the broader curriculum field.

Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge

 

Apple, Michael W., "Review of Bourdieu and Passerson 'Reproduction in Education, Society and Culture'," School Review, 86(November, 1977), 144-147., Michael W. Apple

Annotation: Presents an exploration and crtical review of this book.

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

 

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., "Social Structure, Ideology, and Curriculum," pp. 131-159 in Martin Lawn and Len Barton, eds. Rethinking Curriculum Studies. New York: Halsted, 1981. Also in Interchange (2 & 3), 1981. Also Chapter 1 in his Education and Power, 1982., Michael W. Apple

Annotation: Reviews the literature of curriculum and reproduction and the author's own related work; opens up the possibilities for political action in education.

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

 

Apple, Michael W., "Some Aspects of the Relationship Between Economic and Cultural Reproduction," Journal of Curriculum Theorizing, 3(Winter, 1981), 130-142., Michael W. Apple

Annotation: Discusses the literature on the topic from France, England, and the U. S. and reviews leading issues involved.

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

 

Apple, Michael W., "Teaching and Technology: The Hidden Effects of Computers on Teachers and Students," pp. 289-311 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. 314-336 in 2nd ed., 1998., Michael W. Apple

Annotation: Discusses politics of technology, economic realities, and resulting inequalities.

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: Single Study
Narrow Topic: Ideology and School Knowledge, Media and Computers in Curriculum Development

 

Apple, Michael W., "The Culture and Commerce of the Textbook," Journal of Curriculum Studies, 17(April-June, 1985), 147-162. Reprinted pp. 223-242 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale,AZ: Gorsuch Scarisbrick, 1988., Michael W. Apple

Annotation: Describes textbook publishing in the U. S.

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

 

Apple, Michael W., "The New Sociology of Education: Analyzing Cultural and Economic Reproduction," Harvard Educational Review, 48(November, 1978), 495-503., Michael W. Apple

Annotation: Reviews two books in the sociology of education appearing in 1977 by Bernbaum and by Woods & Hammersley.

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

 

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 Process and Ideology of Valuing in Educational Settings," pp. 3-34 in Michael W. Apple, Michael J. Subkoviak, and Henry S. Lufler, Jr., eds., Educational Evaluation: Analysis and Responsibility . Berkeley, CA: McCutchan, 1974. Reprinted pp. 468-494 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., Michael W. Apple

Annotation: Analyzes issues in evaluation and urges institutional evaluation rather than evaluation of learning.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Social Efficiency/Control

 

Apple, Michael W., "The Production of Knowledge and the Production of Deviance in Schools," pp. 113-131 in Len Barton and Roland Meighan, eds., Schools, Pupils, and Deviance . Nafferton, England: Nafferton Books, 1979., Michael W. Apple

Annotation: Explores the relation between student deviance and knowledge production in schools.

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, Knowledge Generation, Psychology and Curriculum

 

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., "What Correspondence Theories of the Hidden Curriculum Miss," The Review of Education, 5(Spring, 1979), 101-112., Michael W. Apple

Annotation: Reviews Paul Willis' Learning to Labor, 1977.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Hidden 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 Nancy King, "What Do Schools Teach?" Curriculum Inquiry, 6 (No. 4, 1977), 341-358. Reprinted pp. 108-126 in Alex Molnar and John A. Zahorik, eds., Curriculum Theory, Washington, DC: ASCD, 1977. Reprinted pp. 29-47 in Richard H. Weller, ed., Humanistic Education: Visions and Realities, Berkeley, CA: McCutchan, 1977. Reprinted pp. 442-470 in George Willis, ed., Qualitative Evaluation, Berkeley, CA: McCutchan, 1978.*, Michael W. Apple and Nancy King

Annotation: Explores the social meaning of school experience in a kindergarten class related to play, work, etc.

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

 

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

 

Apple, Michael W., and Kenneth Teitelbaum, "Are Teachers Losing Control of their Skills and Curriculum?" Journal of Curriculum Studies, 18(April-June, 1986), 177-184., Michael W. Apple and Kenneth Teitelbaum

Annotation: Shows how teachers are losing control of their skills and the curriculum to outside authority.

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

 

Apple, Michael W., and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia: Temple University Press, 1983., Michael W. Apple and Lois Weis

Annotation: Presents eleven articles reporting studies of ideology and pracitices in schooling.

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: Ideology and School Knowledge

 

Apple, Michael W., and Lois Weis, "Ideology and Practice in Schooling: A Political and Conceptual Introduction," pp. 3-33 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia, PA: Temple University Press, 1983., Michael W. Apple and Lois Weis

Annotation: Relates what schools do to aspects of the sociology of school knowledge; analyzes the dynamics of ideology; calls for research at the level of practice.

Broad Topical Focus: Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Ideology and School Knowledge

 

Apple, Michael W., and Lois Weis, "Seeing Education Relationally: The Stratification of Culture and People in the Sociology of School Knowledge," Journal of Education (Boston University), 168(No. 1, 1986), 2-34., Michael W. Apple and Lois Weis

Annotation: Gives an extended analysis of the topic.

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

 

Apple, Michael W., and Philip Wexler, "Cultural Capital and Educational Transmissions: An Essay on Basil Bernstein, Class, Codes and Control, Vol. III: Towards a Theory of Educational Transmissions," Educational Theory, 28(Winter, 1978), 34-44., Michael W. Apple and Philip Wexler

Annotation: Critiques and comments on the content of the Bernstein book.

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

 

Arnot, M., and Geoff Whitty, "School Texts, the Hidden Curriculum and the Curriculum-in-use: A British Review of Recent American Contributions to the Sociology of the Curriculum," Discourse, 3(No. 1, 1982), 1-21., M. Arnot and Geoff Whitty

Annotation: Comments on scholarship in the U. S. on these topics.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Textbooks, Hidden Curriculum, Comparative Curriculum, Ideology and School Knowledge

 

Aronowitz, Stanley, "Preface," pp. 1-4 in Henry A. Giroux, ed., Ideology, Culture and the Process of Schooling . Philadelphia, PA: Temple University Press, 1981., Stanley Aronowitz

Annotation: Traces the development of critical research in American education, including Giroux's contribution.

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

 

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

 

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

 

Banks, James A., "Pluralism, Ideology, and Curriculum Reform, The Social Studies, 67(1976), 99-106. Reprinted pp. 115-126 in James A. Banks, Race, Culture, and Education: The Selected Works of James A. Banks. New York: Routledge, 2006., James A. Banks

Annotation: Contrasts cultural pluralist and assimilationist ideologies and supports a combination pluralist-assimilationist position for curriculum reform.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Citizenship Education, Content Selection and Organization, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

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

 

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

 

Benavot, Aaron, and Cecilia Braslavsky, eds., School Knowledge in Comparative and Historical Perspective: Changing Curriculum in Primary and Secondary Education. Dordrecht, Netherlands: Springer, 2007., Aaron Benavot and Cecilia Braslavsky

Annotation: Reports 15 studies of curriculum change, content, and organization across and within various countries (see especially chapters 1, 12, and 15).

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum, Ideology and School Knowledge

 

Bernbaum, Gerald, Knowledge and Ideology in the Sociology of Education . London: Macmillan, 1977., Gerald Bernbaum

Annotation: Provides and introduction to the topic from British scholars.

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

 

Bernstein, Basil, Class, Codes and Control: Volume 3, Towards a Theory of Educational Transmissions. Revised Edition. London: Routledge & Kegan Paul, 1977., Basil Bernstein

Annotation: Presents a series of Bernstein's papers on changes in the moral basis of schools and changes in the coding of educational transmissions; chapter five presents the author's classic conceptualizations of classification and framing of educational knowledge.

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: Collection of Studies
Narrow Topic: Ideology and School Knowledge, Content Selection and Organization, Comparative Curriculum

 

Bernstein, Basil, "On the Classification and Framing of Educational Knowledge," pp. 363-392 in Richard Brown, ed., Knowledge, Education, and Cultural Change --Papers on the Sociology of Education . London: Tavistock, 1973., Basil Bernstein

Annotation: Defines two types of curriculum codes (collection, integrated) and related concepts of classification and frame.

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

 

Bernstein, Basil, "On the Classification and Framing of Educational Knowledge," pp. 47-69 in Michael F. D. Young, Knowledge and Control. London: Collier-Macmillan, 1971. Reprinted pp. 85-115 in Bernstein, Basil, Class, Codes and Control: Volume 3, Towards a Theory of Educational Transmissions, Revised Edition. London: Routledge and Kegan Paul, 1977. *, Basil Bernstein

Annotation: Describes the strengths and weaknesses of the integrated and collection codes that regulate knowledge in the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Content Selection and Organization, Curriculum Integration, Comparative Curriculum

 

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

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

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

 

Beyer, Landon E., "Aesthetic Theory and the Ideology of Educational Institutions," Curriculum Inquiry, 9(Spring, 1979), 13-26., Landon E. Beyer

Annotation: Discusses some issues in aesthetic theory in education focusing primarily upon ideology.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Aesthetics and Curriculum, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

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

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

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

 

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

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

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

 

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

Annotation: Analyzes the CEMREL aesthetics education program.

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

 

Beyer, Landon E., "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

 

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

 

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

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

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

 

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

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

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

 

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

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

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

 

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

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

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

 

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

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

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

 

Brown, Anthony L., and Keffrelyn D. Brown, "The More Things Change, the More They Stay the Same: Excavating Race and 'Enduring Racism' in U. S. Curriculum," Teachers College Record, 117(No.14, 2015), 103-130., Anthony L. Brown and Keffrelyn D. Brown

Annotation: Traces the evidence of racism in children's literature and U. S. History books; concludes that this evidence aligns with similar discourse in the wider society historically; much remains to be done to create curriculum that is humanizing for Black children and all others.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum History, Multicultural Education, Value Assumptions and Ideologies in Curriculum, Social Studies, English

 

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

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

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

 

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

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

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

 

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

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

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

 

Buras, Kristen L., Rightist Multiculturalism: Core Lessons on Neoconservative School Reform. New York: Routledge, 2008., Kristen L. Buras

Annotation: Provides a thorough review and critique of E. D. Hirsh's Core Knowledge Movement; specifically challenges its neoconservative definition of multiculturalism.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum, Multicultural Education

 

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

 

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 L., "Constructing the Margins: Of Multicultural Educaiton and Curriculum Settlements," Curriculum Inquiry, 25(Winter, 1995), 407-431.*, Dennis L. Carlson

Annotation: Builds the case for a reconstructed multicultural curriculum that overcomes current restricted version; a response follows in a succeeding article with the author giving a rejoiner in another article.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Change, 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 Differentiation, Ideology and School Knowledge, Multicultural Education, Values in the Classroom, Democratic Education

 

Cherryholmes, Cleo H., "Reading Research," Journal of Curriculum Studies, 25(January-February, 1993), 1-32.*, Cleo H. Cherryholmes

Annotation: Demonstrates a feminist, a critical, and a deconstructionist reading of a research study on comprehension of texts; calls for a pragmatic approach.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Research Domains and Structure, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism, Hermeneutic Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Knowledge Utilization, Value Assumptions and Ideologies in Curriculum, Discourse Analysis

 

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

 

Cochran-Smith, Marilyn, and Mary Kim Fries, "Sticks, Stones, and Ideology: The Discourse of Reform in Teacher Education," Educational Researcher, 30(November, 2001), 3-15., Marilyn Cochran-Smith and Mary Kim Fries

Annotation: Analyzes three warrants (evidentiary, accountability, political) employed in arguments by opposing groups on how to upgraded teachers and teacher education (the agenda of professionalization and the agenda of de-regulation).

Broad Topical Focus: Curriculum Change, 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: Ideology and School Knowledge, Teacher Education, Philosophical Schools

 

Cole, Michael, "Mind as a Cultural Achievement: Implications for IQ Testing," pp. 218-249 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing , 84th Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985., Michael Cole

Annotation: Argues that culture-free intelligence is a contradiction in terms; reviews IQ testing; discusses context-sensitive approaches.

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

 

Darling-Hammond, Linda, "Inequality and Access to Knowledge," pp. 465-483 in James Banks and Cherry A. Banks, eds., The Handbook of Research on Multicultural Education. New York: Macmillan, 1995.*, Linda Darling-Hammond

Annotation: Reviews several factors related to decisions on curriculum differentiation and inequality of access to knowledge including funding inequality, unequal teaching quality, and rationing and tracking of the curriculum.

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

 

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

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

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

 

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

 

Doll, William E., Jr., "Curriculum and Concepts of Control," pp. 295-323 in Wllliam F. Pinar, ed., Curriculum: Toward New Identities. New York: Garland, 1998.*, William E. Doll Jr.

Annotation: Traces various concepts of control embedded historically in curriculum and offers a Deweyan concept of control undergirded by contemporaty complexity theory.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories
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 History, Philosophical Schools

 

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

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

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

 

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

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

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

 

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

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

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

 

Fallace, Thomas. "American Educators' Confrontation with Fascism," Educational Researcher, 47(January/February, 2018), 46-52., Thomas Fallace

Annotation: Reports a study of the views of American educators about European Fascism between WW I and WW II and its conception of education; draws on the literature by key American educators from 1922-1941; treats propaganda, indoctrination, relativity, and fake news in the media of that period with implications for current circumstances.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: SIngle Study
Narrow Topic: Curriculum History, Citizenship Education, Curriculum Aims and Objectives, Curriculum and Politics, Social Studies, Democratic Education, Ideology and School Knowledge

 

Fiala, Robert, "Educational Ideology and the School Curriculum," pp 15-34 in Aaron Benavot and Cecilia Braslavsky, eds., School Knowledge in Comparative and Historical Perspective: Changing Curricula in Primary and Secondary Education. Dordrecht, Netherlands: Springer, 2007., Robert Fiala

Annotation: Reports a study of eighteen aims of education by world regions post WWII-2000.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Comparative Curriculum, Ideology and School Knowledge

 

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

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

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

 

Gaskell, Jane, and John Willinsky, eds., Gender In/Forms Curriculum: From Enrichment to Transformation. New York: Teachers College Press, 1995., Jane Gaskell and John Willinsky

Annotation: Reviews ways in which gender is exhibited in curriculum and ways gender roles are learned in curriculum; by authors of 14 chapters on various subject areas in the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: School Subjects, Ideology and School Knowledge, Content Selection and Organization

 

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

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

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

 

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

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

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

 

Giroux, Henry, "Cultural Studies, Resisting Difference, and the Return of Critical Pedagogy," pp. 161-179 in Henry Giroux, Border Crossings: Cultural Workers and the Politics of Education. New York: Routledge, 1992. 2nd ed., 2005., Henry Giroux

Annotation: Suggests that cultural studies offers a new discourse for addressing difference, pedagogy, and public life.

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

 

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

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

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

 

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

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

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

 

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

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

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