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

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

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

 

Giroux, Henry A., "Ideology, Culture, and Schooling," pp. 119-167 in his Theory and Resistance in Education: A Pedagogy for the Opposition. South Hadley, MA: Bergin and Garvey, 1983.*, Henry A. Giroux

Annotation: Distinguishes the culturalist and the structuralist traditions and analyzes the role of ideology in schooling and curriculum.

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

 

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

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

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

 

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

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

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

 

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

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

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

 

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

Annotation: Describes how the culture of positivism has influenced the process of schooling and laments the absence of critical reasoning in education.

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

 

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

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

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

 

Giroux, Henry A., The Giroux Reader. New York: Paradigm,2006, Henry A. Giroux

Annotation: Reprints 13 articles from 1983-2003 covering major areas of scholarship to which the author has contributed.

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

 

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

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

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

 

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

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

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

 

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

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

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

 

Gottesman, Isaac, "From Gouldner to Gramsci: The Making of Michael Apple's 'Ideology and Curriculum'," Curriculum Inquiry, 42(December, 2012), 571-596., Isaac Gottesman

Annotation: Examines the influences in Apple's thought and publications prior to his 1979 collection of his writings.

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

 

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

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

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

 

Grumet, Madeleine R., "The Line is Drawn," Educational Leadership, 40(January, 1983), 28-38., Madeleine R. Grumet

Annotation: Explores aesthetic experience as a metaphor for education.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Aesthetics and Curriculum, Curriculum as Experience, Ideology and School Knowledge

 

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

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

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

 

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

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

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

 

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

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

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

 

Jupp, James C., "Decolonizing and De-Cannonizing Curriculum Studies: An Engaged Discussion Organized Around Joao M. Paraskeva's Recent Books," Journal of the Association for the Advancement of Curriculum Studies,12(No. 1, 2017), 1-25., James C. Jupp

Annotation: Introduces a group of articles related to two books by Paraskeva (Conflicts in Curriculum Theory, 2011; Curriculum Epistemicide, 2016); briefly explains the primary features of the author's works and notes the highlights of the commentaries that follow is subsequent articles.

Broad Topical Focus: Curriculum Theorists, 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 Professors, Comparative Curriculum, Ideology and School Knowledge, Curriculum Theory Creation and Uses

 

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

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

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

 

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

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

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

 

Kincheloe, Joe L., "The Curriculum and the Classroom," pp. 85-103 in Joe L. Kincheloe, ed., Classroom Teaching: An Introduction. New York Peter Lang, 2008. Reprinted pp. 611-632 in Joao M. Paraskeva and Shirley R. Steinberg, ed., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., Joe L. Kincheloe

Annotation: Esplains why teaching is so difficult and limited under NCLB guidelines; advises teachers on how to teach under repressive conditions (after becoming aware of how knowledge is produced, how power shapes the curriculum, and how a critical perspective can assist); urges teachers to be developers.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Curriculum Development Strategies, Freedom/Authority and Curriculum, Government Role in Educational Research & Development, Ideology and School Knowledge, Local Control of Schooling, Social Efficiency/Control, Teacher Planning, Teacher Research, Teaching/Learning Process, Values in the Classroom

 

Kincheloe, Joe L., Shirley R. Steinberg, Nelson M. Rodriquez, and Ronald E. Chennault, eds., White Reign: Deploying Whiteness in America. New York: St. Martin's Press, 1998., Joe L. Kincheloe, Shirley R. Steinberg, Nelson M. Rodriquez, and Ronald E. Chennault

Annotation: Gives theoretical, critical, and practical treatment to issues of white domination of U.S. identity, ideology, and institutions.

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

 

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

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

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

 

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

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

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

 

Kumashiro, Kevin K., " 'Post's' Perspectives on Anti-Oppressive Education in Social Studies, English, Mathematics, and Science Classrooms," Educational Researcher, 30(April, 2001), 3-12., Kevin K. Kumashiro

Annotation: Draws implications from the poststructuralist perpective for teaching that challenges various forms of oppression.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Ideology and School Knowledge

 

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

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

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

 

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

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

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

 

Lawn, Martin, and Len Barton, "Curriculum Politics and Emancipation," pp. 237-247 in Martin Lawn and Len Barton, Rethinking Curriculum Studies . New York: Halsted Press, 1981., Martin Lawn and Len Barton

Annotation: Takes stock of current research in curriculum studies and challenges researchers not to act as unwitting agents of the state.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum and Politics, Freedom/Authority and Curriculum, Knowledge Generation

 

Liston, Daniel P., "Have We Explained the Relationship Between Curriculum and Capitalism? An Analysis of the Selective Tradition," Educational Theory, 34 (Summer, 1984), 241-253., Daniel P. Liston

Annotation: Analyzes the relation between mechanisms of exclusion in curriculum and the assumptions of captialism (with examples).

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

 

Luckmann, Thomas, "Common Sense, Science, and the Specialization of Knowledge," Phenomenology + Pedagogy , 1(No. 1, 1983), 59-73., Thomas Luckmann

Annotation: Shows the consequence of curricular specialization of knowledge.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Scientific/Empirical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge

 

Luke, Allan, "Making Dick and Jane: Historical Genesis of the Modern Basal Reader," Teachers College Record, 89(Fall, 1987), 91-116.*, Allan Luke

Annotation: Traces history of basal readers of the 1930s, 1940s, and 1950s.

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: Reading, Textbooks, Ideology and School Knowledge

 

Macdonald, James B., "A Transcendental Developmental Ideology of Education," pp. 85-116 in William F. Pinar, ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory . Berkeley, CA: McCutchan, 1974. Reprinted pp. 169-198 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988.*, James B. Macdonald

Annotation: Defines a transcendental developmental ideology that should underlie curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
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, Ideology and School Knowledge, Curriculum Aims and Objectives

 

MacDonald, Madeleine, The Curriculum and Cultural Reproduction . Milton Keynes, England: Open University Press, 1977., Madeleine MacDonald

Annotation: Discusses issues in cultural reproduction and their relation to 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: Single Study
Narrow Topic: Ideology and School Knowledge

 

McCarthy, Cameron, "Multicultural Discourses and Curriculum Reform: A Critical Perspective," Educational Theory, 44(Winter,1994), 81-98., Cameron McCarthy

Annotation: Reviews several forms of multicultural curricula and makes the case for critical multiculturalism.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Multicultural Education, Multiethnic Adaptation, Ideology and School Knowledge

 

McCarthy, Cameron, Michael D. Giardina, Susan Juanita Harewood, and Jin-Kyung Park, "Contesting Culture: Identity and Curriculum Dilemmas in the Age of Globalization, Postcolonialism, and Multiplicity," Harvard Educational Review, 73(Fall, 2003), 449-465., Cameron McCarthy, Michael D. Giardina, Susan Juanita Harewood, and Jin-Kyung Park

Annotation: Analyzes trends in globalization, postcolonialism, and identity in relation to popular culture; distinguishes monological and postcolonialist theories and their implications for curriculum and pedagogy, siding with the latter; comments on several preceding related articles.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Content Selection and Organization, Liberal Education/General Education, Ideology and School Knowledge

 

McEneaney, E. H., and J. W. Meyer, "The Content of the Curriculum: An Institutionalist Perspective," pp. 189-211 in Maureen T. Hallinan, ed., Handbook of the Sociology of Education. New York: Kluwer, 2000., E. H. McEneaney and J. W. Meyer

Annotation: Deals with tracking, hidden curriculum, choice, universal participation, culture, globalization, change, reform and resistance, differentiation, and related theories.

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: Content Selection and Organization, Ideology and School Knowledge, Hidden Curriculum, Curriculum Differentiation

 

McKnight, Douglas, "The Gift of Curriculum Method: Beginning Notes on William F. Pinar," Curriculum and Teaching Dialogue, 8(Nos. 1 & 2, 2006), 171-183., Douglas McKnight

Annotation: Reviews the significance of Pinar's attention to curriculum as currere in countering the historical thrust of curriculum as technical knowledge.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

McLaren, Peter, Schooling as a Ritual Performance, 1st Ed. Boston: Routledge & Kegan Paul, 1986. New York: Routledge, 2nd Ed., 1993., Peter McLaren

Annotation: Points up structures of conformity in a Toronto Catholic school; has new foreword in second edition.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Religious & Private Schooling, Comparative Curriculum

 

McNeil, Linda M., "Contradictions of Control, Part 2: Teachers, Students, and Curriculum," Phi Delta Kappan, 69(February, 1988), 432-438.*, Linda M. McNeil

Annotation: Reports findings of an ethnographic study of classroom curriculum enactment by teachers and students.

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

 

McNeil, Linda M., Contradictions of Reform: Educational Costs of Standardized Testing. New York: Routledge, 2000., Linda M. McNeil

Annotation: Reports on the policies of the Perot reforms in Texas education and their negative consequences for children, learning, educators, and democracy; includes evidence from three schools in Houston.

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum and Politics, Curriculum Standards and Testing

 

McNeil, Linda M., Contradictory Control: School Structure and School Knowledge . New York: Routledge & Kegan Paul, 1986., Linda M. McNeil

Annotation: Examines four high schools to discover ways management controls are exerted to achieve 'quality' and illustrates the resulting contradictions.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Secondary School Curriculum, Social Efficiency/Control

 

McNeil, Linda M., "Defensive Teaching and Classroom Control," pp. 114-142 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia, PA: Temple University Press: 1983., Linda M. McNeil

Annotation: Illustrates classroom control in economics classes and various conceptions of school knowledge via fragmentation, mystification, omission, and simplification.

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

 

McNeil, Linda M., "Negotiating Classroom Knowledge: Beyond Achievement and Socialization," Journal of Curriculum Studies, 13(October-December, 1981), 313-328.*, Linda M. McNeil

Annotation: Describes how knowledge control functions in three social studies classrooms with respect to economics information.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Social Studies, Classroom Observation & Research

 

McNeil, Linda M., "Reclaiming a Voice: American Curriculum Scholars and the Politics of What is Taught in Schools," Phi Delta Kappan, 71(March, 1990), 517-518. Related articles: David Cohen, pp. 518-522; Elliot W. Eisner, pp. 523-526; Michael Apple, pp. 526-530; Ann Leiberman, pp. 531-533; Anne C. Lewis, pp. 534-538. *, Linda M. McNeil

Annotation: Analyzes and critiques the role of curriculum scholars in the current political decisions on curriculum content; first of six articles in a symposium.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Conceptions and Theories, Curriculum Decision-making Processes
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, Curriculum Professors, Curriculum and Politics

 

McQueen, Kand S., "Breaking the Gender Dichotomy: The Case for Transgender Education in School Curriculum," Teachers College Record, Date Published: August 14, 2006. http://www.tcrecond.org. ID number 12663., Kand S. McQueen

Annotation: Reviews knowledge about transgendered students; challenges the two-gender assumption and shows how this affects all students; argues for including transgender curriculum in our schools.

Broad Topical Focus: Curriculum Proposals in Coherent Form, 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: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization, Ideology and School Knowledge

 

Molnar, Alex, School Commercialism: From Democratic Ideal to Market Commodity. New York: Routledge, 2005., Alex Molnar

Annotation: Documents inroads into schools made by commercial interests and the consumer ideology; indicates influences on curriculum and other aspects of schooling.

Broad Topical Focus: 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, Criticism of Schooling, Value Assumptions and Ideologies in Curriculum

 

Molnar, Alex, and Joseph A. Reaves, "The Growth of Schoolhouse Commercialism and the Assault on Educative Experience," Journal of Curriculum and Supervision, 18(Fall, 2002), 17-55., Alex Molnar and Joseph A. Reaves

Annotation: Surveys published evidence of intrusion of businesses into educational systems and practices; documents growth in these intrusions over the last two years.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge, Freedom/Authority and Curriculum

 

Musgrave, Peter W., "Curriculum: Sociological Perspectives," pp. 1343-1348 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, Peter W. Musgrave

Annotation: Reviews developments in the sociology of knowledge and the theories of Mannheim, Bernstein, Bourdieu, Apple, and others.

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

 

Nozaki, Yoshiko, "Riding Tensions Critically: Ideology, Power/Knowledge, and Curriculum Making," pp. 69-89 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., Yoshiko Nozaki

Annotation: Examines Foucault's idea of genealogy as a theory for curriculum; discusses this in relation to epistemological and methodological tensions concerning ideology and truth.

Broad Topical Focus: 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, Content Selection and Organization, Curriculum Theory Creation and Uses

 

Null, J. Wesley, "Social Efficiency Splintered: Multiple Meanings Instead of the Hegemony of One,' Journal of Curriculum and Supervision, 19(Winter, 2004), 99-124., J. Wesley Null

Annotation: Sets forth three distinct definitions of "social efficiency" in early 20th century curriculum history as opposed to one definition often assumed by historians.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum History, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Nunan, Ted, Countering Educational Design . New York : Nichols,1983., Ted Nunan

Annotation: Raises theoretical and practical issues involved in educational design.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Development Strategies, Philosophical Schools, Ideology and School Knowledge, Teaching/Learning Process

 

Oakes, Jeannie, "Keeping Track, Part I: The Policy and Practice of Curriculum Inequality," Phi Delta Kappan, 68 (September, 1986), 12-17., Jeannie Oakes

Annotation: Reviews arguments regarding tracking based on research.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Differentiation, Ideology and School Knowledge

 

Paechter, Carrie, "Gender, Power, and Curriculum: An Inevitable Interconnection," pp. 75-86 in Alex Moore, ed., Schooling, Society, and Curriculum. New York: Routledge, 2006., Carrie Paechter

Annotation: Argues that power influences the ways curricular experiences are made available to boys and girls.

Broad Topical Focus: 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: Content Selection and Organization, Ideology and School Knowledge

 

Paechter, Carrie F., Changing School Subjects: Power, Gender, and Curriculum. Philadelphia: Open University Press, 2000., Carrie F. Paechter

Annotation: Reports evidence of the way power and gender differences affect the content, teaching, and learning of certain school subjects (primarily, design and technology, physical education, and music) in English and Welsh secondary schools.

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

 

Page, Reba N., "Games of Chance: The Lower-Track Curriculum in a College-Preparatory High School," Curriculum Inquiry, 20(Fall, 1990), 249-281., Reba N. Page

Annotation: Describes a high school lower-track curriculum in which knowledge is trivialized and luck reigns.

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

 

Page, Reba N., "The Uncertain Value of School Knowledge: Biology at Westridge High," Teachers College Record, 100(Spring, 1999), 554-601., Reba N. Page

Annotation: Uncovers the factors in one high school's science classes that work against high quality science teaching and learning; illustrates curriculum-as-hybrid form of school knowledge.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge, Science, Teaching/Learning Process

 

Paraskeva, Joao M., "Epistemicides: Toward and Itinerant Curriculum Theory," pp. 261-289 in Joao M. Paraskeva and Shirley R. Steinberg, eds., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., Joao M. Paraskeva

Annotation: Explains the author's conception of an Itinerant Curriculum Theory; relates this to several philosophical issues--primarily to issues of epistemology; advocates against a curriculum canon and the exclusion of epistemologies from non-western cultures.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Comparative Curriculum, Content Selection and Organization, Curriculum and Politics, Ideology and School Knowledge, Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Patterson, Frances R. A., "Building a Conservative Base: Teaching History and Civics in Voucher-Supported Schools," Phi Delta Kappan, 82(October, 2000), 150-155., Frances R. A. Patterson

Annotation: Gives specific examples of the content of Christian School textbooks in social studies from three publishers.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Textbooks, Social Studies, Ideology and School Knowledge

 

Peterson, Frances R. A. , Democracy and Intolerance: Christian School Curricula, School Choice, and Public Policy. Bloomington, IN: Phi Delta Kappa International, 2003., Frances R. A. Peterson

Annotation: Analyzes school social studies textbooks (and others) sold by three conservative religious publishers for use in private Protestant Christian schools; examines ideological treatment of politics, economics, foreign affairs, history, court cases, Roman Catholics, and non-Western religions; discusses related public policy issues.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Textbooks, Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Curriculum and Politics, Religious & Private Schooling

 

Pinar, William F., "Gender, Sexuality, and Curriculum Studies: The Beginning of the Debate," McGill Journal of Education, 16(Fall, 1981), 305-316., William F. Pinar

Annotation: Reviews work of Grumet, Taubman, and Hocquenghem concerning the relation of gender and sexuality to curriculum.

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

 

Pinar, William F., "The Synoptic Text Today," JCT, 20(Spring, 2004), 7-22. Reprinted pp. 1-14 in William F. Pinar, The Synoptic Text Today and Other Essays: Curriculum Development after the Reconceptualization. New York: Peter Lang, 2006., William F. Pinar

Annotation: Recommends doing historical synopses of research on the intellectual content of the curriculum.

Broad Topical Focus: Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Ideology and School Knowledge, Content Selection and Organization

 

Popkewitz, Thomas S., A Political Sociology of Educational Reform: Power/ Knowledge in Teaching, Teacher Education, and Research. New York: Teachers College Press, 1991., Thomas S. Popkewitz

Annotation: Devotes chapters to topics in the political sociology of education such as reform, research, teaching, teacher education, professionalism, power, knowledge.

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

 

Popkewitz, Thomas S., "Curriculum as a Problem of Knowledge, Governing, and the Social Administration of the Soul," pp. 75-99 in Barry M. Franklin, ed., Curriculum and Consequence: Herbert M. Kliebard and the Promise of Schooling. New York: Teachers College Press, 2000., Thomas S. Popkewitz

Annotation: Traces the politics of school knowledge (subjects) as relates to school governance and freedom.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum History, Ideology and School Knowledge, School Subjects, Freedom/Authority and Curriculum

 

Popkewitz, Thomas S., ed., The Formation of the School Subjects: The Struggle for Creating an American Institution . Philadelphia: Falmer Press, 1987., Thomas S. Popkewitz

Annotation: Presents 11 chapters showing the ideological dimensions of the content of various subjects in the curriculum.

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

 

Popkewitz, Thomas S., "Educational Reform: Rhetoric, Ritual, and Social Interest," Educational Theory, 38 (Winter, 1988), 77-93., Thomas S. Popkewitz

Annotation: Discusses the social construction of schooling as evidenced by changes in curriculum and teaching; discusses the social distribution of knowledge and the discourses of school reform as evidence of social and political relations and interests.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Change,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge

 

Popkewitz, Thomas S., "Knowledge and Interest in Curriculum Studies," pp. 335-354 in Thomas S. Popkewitz, ed., Critical Studies in Teacher Education: Its Folklore, Theory, and Practice . Philadelphia: Falmer, 1987.*, Thomas S. Popkewitz

Annotation: Critiques curriculum from perspective of preferred institutional knowledge and social and cultural interests.

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: Ideology and School Knowledge

 

Popkewitz, Thomas S., "Knowledge, Power, and a General Curriculum," pp. 69-93 in Ian Westbury and Alan C. Purves, eds., Cultural Literacy and the Idea of General Education , Eighty-Seventh Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1988., Thomas S. Popkewitz

Annotation: Discusses power elements in subjects in the general education curriculum, including classroom inequities.

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: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Liberal Education/General Education, School Subjects, Curriculum and Politics

 

Popkewitz, Thomas S., "The Production of Reason and Power: Curriculum History and Intellectual Traditions," Journal of Curriculum Studies, 29(March-April, 1997), 131-164., Thomas S. Popkewitz

Annotation: Discusses curriculum as systems of regulation and discipline in the historical examination of school subjects.

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

 

Popkewitz, Thomas S., "The Social Contexts of Schooling, Change, and Educational Research," Journal of Curriculum Studies, 13(July-September, 1981), 189-206., Thomas S. Popkewitz

Annotation: Considers a reform program (IGE) within its social and ideological context.

Broad Topical Focus: Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Ethnographic Inquiry, Critical Inquiry
Type of Study: Case Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge

 

Purpel, David E., "Goals 2000, The Triumph of Vulgarity, and the Legitimation of Social Justice," pp. 57-70 in David E. Purpel, Moral Outrage in Education. New York: Peter Lang, 1999., David E. Purpel

Annotation: Analyzes and critiques the language and ideology of Goals 2000 policies and procedures and offers an alternative.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge

 

Ramsay, Peter, "Fresh Perspectives on the School Transformation-Reproduction Debate: A Response to Anyon from the Antipodes," Curriculum Inquiry, 13(Fall, 1983), 295-320., Peter Ramsay

Annotation: Critiques the methodology used by Anyon in her study, 11(No.1, 1981), and four of her findings; indicates differences in findings from his own New Zealand study.

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

 

Sandlin, Jennifer A., Jake Burdick, and Trevor Norris, "Erosion and Experience: Education for Democracy in a Consumer Society," Review of Research in Education,36 (March, 2012), 139-168., Jennifer A. Sandlin, Jake Burdick, and Trevor Norris

Annotation: Explores evidence of the ideology of consumerism and commercialism at work in the schools and of the erosion of the public sphere; reviews research on these topics and on their consequences in public schooling; identifies critical practices used against these ideologies.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum Aims and Objectives, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Democratic Education

 

Santos, Bonaventura de Sousa, "Ecologies of Knowledge," pp. 185-211 in Bonaventura de Sousa Santos, Epistemologies of the South: Justice Against Epistemicide. New York: Rutledge, 2014., Bonaventura de Sousa Santos

Annotation: Make the case that epistemologies other than those generated by European and North American philosophers (e. g., those from the Global South) should be included in an "ecology of knowledge"; refers chiefly to non-scientific knowledges such as those based on the experience of persons and on various practice (especially of local knowledge and by subaltern groups); extensive explication of the concept is presented; offers thirteen observations as a basis for bringing about such an ecology of knowledge; the book containing this chapter discusses the concept of cognitive justice and its implications world-wide.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum, Practical Knowledge, Knowledge Utilization, Ideology and School Knowledge, Content Selection and Organization

 

Selden, Steven, "Biological Determinism and the Narrative of Adjustment: The High School Biology Textbooks of Truman Jesse Moon, c 1921-1963," Curriculum Inquiry, 37(June, 2007), 159-196., Steven Selden

Annotation: Examines the presence of eugenics thought in a textbook series in biology along with the reasons for this content.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Science, Ideology and School Knowledge, Content Selection and Organization, Materials Development and Evaluation

 

Selden, Steven, "Biological Determinism and the Normal School Curriculum: Helen Putnam and the NEA Committee on Racial Welfare, 1910-1922," The Journal of Curriculum Theorizing, 1(Winter, 1979), 105-122., Steven Selden

Annotation: Examines the ideology underlying the work of this committee.

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: Curriculum History, Ideology and School Knowledge, Teacher Education

 

Selden, Steven, "Curricular Metaphors: From Scientism to Symbolism," Educational Theory, 25(Summer, 1975), 243-262., Steven Selden

Annotation: Contrasts scientism and symbolization as bases for orienting thought and language in curriculum, drawing on philosophers such as Cassier and Langer.

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

 

Selden, Steven, "Eugenics and Curriculum: 1860-1929," The Educational Forum, 43(November, 1978), 67-82., Steven Selden

Annotation: Examines the history of the eugenics movement and its impact on the curriculum, especially the education of the gifted.

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: Curriculum History, Ideology and School Knowledge, Exceptional Education

 

Selden, Steven, "Resistance in School and Society: Public and Pedagogical Debates about Eugenics, 1900-1947," Teachers College Record, 90(Fall, 1988), 61-84., Steven Selden

Annotation: Describes the work of Jennings, Dewey, Bagley, and Lippmann in resisting the push in education to embrace eugenics.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Ideology and School Knowledge, Exceptional Education

 

Sensoy, Ozlem, and Robin DiAngelo, Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education. New York: Teachers College Press, 2012., Ozlem Sensoy and Robin DiAngelo

Annotation: Explains basic concepts for developing critical social literacy, including prejudice, oppression, power, privilege, and white supremacy; provides guidelines and examples for implementing social justice education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Multicultural Education, Curriculum and Politics, Ethical Issues in Curriculum, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Shapiro, H. Svi, "Shaping the Educational Imagination: Class, Culture, and the Contradiction of the Dominant Ideology," The Journal of Curriculum Theorizing, 4(Summer, 1982), 153-165., H. Svi Shapiro

Annotation: Discusses education in the U. S. as the result of complex interactions among ideological perspectives; gives instances.

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, Value Assumptions and Ideologies in Curriculum

 

Sharp, Rachel, "Ideology and Schooling," pp. 16-158 in her Knowledge, Ideology and the Politics of Schooling . London: Routledge and Kegan Paul, 1980., Rachel Sharp

Annotation: Gives an analysis of the historical and contemporary role that class struggle and hegemony play in schooling, along with examples.

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

 

Shaw, Beverly, "The Content of the Curiculum," pp.129-166 in her Educational Practice and Sociology: An Introduction . Oxford: Marten Robertson, 1981., Beverly Shaw

Annotation: Shows how the content of the curriculum is controlled by the policies set; discusses the common curriculum and the education of girls among other topics.

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, Content Selection and Organization

 

Simon, Roger I., "Time, Authority, and the Modification of Student Roles," Journal of Curriculum Studies, 11(January-March, 1979), 69-86., Roger I. Simon

Annotation: Reports a study of a theater program and the students' understanding of authority and their role in relation to that of the teacher.

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: Authority of Teacher, Ideology and School Knowledge

 

Slattery, Patrick, "Committing to Critical Inquiry: Curriculum Studies and Social Consequences of Value," Journal of Critical Inquiry into Curriculum and Instruction, 3(Spring, 2001), 43-45., Patrick Slattery

Annotation: Urges curriculum scholars to speak and write with a critical prophetic voice; gives examples--Huebner and others.

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

 

Stanley, William B., Curriculum for Utopia: Social Reconstructionism and Critical Pedagogy in the Postmodern Era. Albany, NY: SUNY Press, 1992., William B. Stanley

Annotation: Analyzes the role of reconstructionism in critical pedogogy and relates this to past and present tradtions of educational theory.

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

 

Stoller, Aaron, "Taylorism and the Logic of Learning Outcomes," Journal of Curriculum Studies, 47(No. 3, 2015), 317-333., Aaron Stoller

Annotation: Traces the connection between Taylor's scientific management principles and the current learning outcomes movement in education; compares these with Dewey's concept of ends-in-view; shows how both Taylorism and the current movement are at odds with democratic principles; written primarily about higher education.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Ideology and School Knowledge, Higher Education Curriculum, Social Efficiency/Control

 

Subedi, Binaya, "Decolonizing the Curriculum for Global Perspectives," Educational Theory, 63(No. 6, 2013), 621-638., Binaya Subedi

Annotation: Critiques Eurocentric ideology or the deficit approach used in global curricula as well as the accommodations approach which claims to be the corrective to the former approach; advocates and argues for the decolonization or contrapuntal approach.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Character Education, Content Selection and Organization, Curriculum Aims and Objectives, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Taxel, Joel, "The American Revolution in Children's Fiction: An Analysis of Literary Content, Form, and Ideology," pp. 61-88 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia: Temple University Press, 1983., Joel Taxel

Annotation: Shows how children's fiction portrays the American Revolution in four periods, with symbolic representations of socioeconomic relations.

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, Literature

 

Taxel, Joel, "The Black Experience in Children's Fiction: Controversies Surrounding Award Winning Books," Curriculum Inquiry, 16(Fall, 1986), 245-281., Joel Taxel

Annotation: Discussed bases for the controversies on this topic.

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

 

Tienken, Christopher H., "The Social Reform Landscape Reloaded: More Fraud, Myths, and LIes, 2nd Ed. Rowman & Littlefield, 2021., Christopher H. Tienken

Annotation: Critiques a wide range of policies and practices that dominate current education reforms by corporate elites; challenges numerous myths supporting these reforms; argues for return to democratic and localized policies and practices that support true education.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry - Ampliative Criticism, Theoretical/Conceptual Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Criticisms of Schooling, Curriculum Standards and Testing, Curriculum and Poitics, Freedom/Authority and Curriculum, Ideology and School Knowledge, Local Control of Schooling, Value Assumptions and Ideologies in Curriculum

 

Torres, Carlos Alberto, First Freire: Early Writings in Social Justice Education. New York: Teachers College Press, 2014., Carlos Alberto Torres

Annotation: Interprets Freire's thought in personal and analytic terms; key themes in Freire's works are cited and documented from his many writings; thorough elucidation by one of Freire's closest friends and critics.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Alternatives in Education, Citizenship Education, Conceptions of Teaching, Curriculum and Politics, Democratic Education, Curriculum Theory Creation and Uses, Ethical Issues in Curriculum, Ideology and School Knowledge, Teaching/Learning Process

 

Valli, Linda, "Becoming Clerical Workers: Business Education and the Culture of Femininity," pp. 213-234 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia, PA: Temple University Press, 1983., Linda Valli

Annotation: Reports a study of women's experiencing office work.

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, Vocational vs. Liberal Education

 

Walker, Stephen and Len Barton, Gender, Class, and Education . London: Falmer Press, 1983., Stephen Walker and Len Barton

Annotation: Relates the gender and class issues in the hidden 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: Single Study
Narrow Topic: Ideology and School Knowledge, Hidden Curriculum

 

Weis, Lois, "Inequality: A Sociological Perspective in Teacher Education," Educational Foundations, 1(Fall, 1986), 41-50.*, Lois Weis

Annotation: Critiques teacher education from the perspective of inequality.

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, Teacher Education

 

Weis, Lois, "Schooling and Cultural Production: A Comparison of Black and White Lived Culture," pp. 235-261 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling. Philadelphia, PA: Temple University Press, 1983., Lois Weis

Annotation: Provides an example of a phenomenological study on this topic.

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

 

Weis, Lois, Cameron McCarthy, and Greg Dimitriadis, eds., Ideology, Curriculum, and the New Sociology of Education: Revisiting the Work of Michael Apple. New York: Routledge, 2006., Lois Weis, Cameron McCarthy, and Greg Dimitriadis

Annotation: Includes nine essays highlighting the contributions of Michael Apple to critical sociology of education; has concluding essay by Apple and interviews with him.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum and Politics, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Wexler, Philip, "Body and Soul: Sources of Social Change and Strategies of Education," The Journal of Curriculum Theorizing, 4(Summer, 1982), 166-180. Reprinted pp. 201-222 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Philip Wexler

Annotation: Discusses critical theory and its application in educational studies.

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

 

Wexler, Philip, "Change: Social, Cultural and Educational," The Journal of Curriculum Theorizing, 3(Summer, 1981), 157-164., Philip Wexler

Annotation: Gives three examples of educational change for which the reproduction model is incomplete.

Broad Topical Focus: Curriculum Change, 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, Citizenship Education

 

Wexler, Philip, "Ideology and Education: From Critique to Class Action," Interchange, 13 (No. 3, 1982), 53-68., Philip Wexler

Annotation: Explores ideological critique in educational studies of society.

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

 

Wexler, Philip, "Structure, Text, and Subject: A Critical Sociology of School Knowledge," pp. 275-303 in Michael W. Apple, ed., Cultural and Economic Reproduction in Education . Boston: Routledge & Kegan Paul, 1982., Philip Wexler

Annotation: Discusses how critical sociology questions assumptions in all three areas of school knowledge.

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