Narrow Topic - Value Assumptions and Ideologies in Curriculum

 

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Alexander, Hanan A., "Education as Spiritual Critique: Dwayne Huebner's Lure of the Transcendent," Journal of Curriculum Studies, 35(March, 2003), 231-245., Hanan A. Alexander

Annotation: Gives a critique of Huebner's views on education from philosophical and theological perspectives.

Broad Topical Focus: Curriculum Theorists, 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: Value Assumptions and Ideologies in Curriculum

 

Alkin, Marvin C., "Curriculum Evaluation Models," pp. 1278-1283 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, Marvin C. Alkin

Annotation: Reviews product and program models of curriculum evaluation and the methods, values, and uses associated with each model.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Evaluative Inquiry
Type of Study: Status Study
Narrow Topic: Program Audit/Evaluation, Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Allender, Jerome S., "Educational Research: A Personal and Social Process," Review of Educational Research, 56(Summer, 1986), 173-193.*, Jerome S. Allender

Annotation: Reviews literature sources related to new paradigms of research in education viewed both as a personal and as a social process.

Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

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

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

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

 

Anyon, Jean, "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

 

Aoki, Ted, "Interests, Knowledge and Evaluation: Alternative Approaches to Curriculum Evaluation," Journal of Curriculum Theorizing, 6(Spring, 1986), 27-44. Reprinted pp. 137-150 in William F. Pinar and Rita L. Irwin, eds., Curriculum in a New Key: The Collected Works of Ted T. Aoki. Mahwah, NJ: Lawrence Erlbaum, 2005., Ted Aoki

Annotation: Discusses technical, situational interpretive, and critical theoretic evaluation in the context of an evaluation of British Columbia Social Studies.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Comparative Curriculum

 

Aoki, Ted T. "Toward Understanding 'Computer Application,' "Journal of Curriculum Theorizing, 7(No. 2, 1987), 61-71. Reprinted pp. 151-158 in Willliam F. Pinar and Rita L. Irwin, eds., Curriculum in a New Key: The Collected Works of Ted T. Aoki. Mahwah, NJ: Lawrence Erlbaum, 2005., Ted T. Aoki

Annotation: Discusses computer as technology (after Heidegger), computer as technical reproduction, and computer as a hermenuetic problem.

Broad Topical Focus: Curriculum Development, Organization, Design,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry,Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Media and Computers in Curriculum Development

 

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., "Analyzing Determinations: Understanding and Evaluating the Production of Social Outcomes in Schools," Curriculum Inquiry, 10(Spring, 1980), 55-76.*, Michael W. Apple

Annotation: Presents an analysis of ideological and practical tendencies for and against reproduction and socialization in a school and suggests how this may be used in evaluating and explaining outcomes.

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

 

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

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

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

 

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

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

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

 

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

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

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

 

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

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

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

 

Apple, Michael W., "Curricular Form and the Logic of Technical Control," Economic and Industrial Democracy, 2(August, 1981), 293-319. Reprinted pp. 143-165 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia, PA: Temple University Press, 1983., Michael W. Apple

Annotation: Argues that ideologies are embedded in our commonsense meanings and practices; examines curriculum form (not content) to reveal its use in service to ideology; describes the logic of technical control in curriculum and related issues.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

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

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

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

 

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

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

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

 

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

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

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

 

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

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

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

 

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

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

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

 

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

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

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

 

Apple, Michael W., "Ideology and Form in Curriculum Evaluation," pp. 495-521 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978., Michael W. Apple

Annotation: Critiques evaluation case studies and the value of phenomenological studies of individuals' responses to schooling.

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

 

Apple, Michael W., "Ivan Illich and Deschooling Society : The Politics of Slogan Systems," pp. 337-360 in Nobuo Kenneth Shimahara and Aslam Scrupski, eds., Social Forces and Schooling: An Anthropological and Sociological Perspective . New York: David McKay Co., 1975., Michael W. Apple

Annotation: Discusses Illich's book and the political slogans at work in it.

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

 

Apple, Michael W., "Making Curriculum Problematic," The Review of Education, 1(January-February, 1976)., Michael W. Apple

Annotation: Reviews a series of current curriculum books including ones by Eisner & Vallance, Payne, and Young.

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: Literature of Curriculum, Value Assumptions and Ideologies in Curriculum

 

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

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

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

 

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

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

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

 

Apple, Michael W., "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., "Scientific Interests and the Nature of Educational Institutions," pp. 120-132 in William Pinar, ed., Curriculum Theorizing . Berkeley, CA: McCutchan, 1975., Michael W. Apple

Annotation: Argues that the curriculum field follows an outmoded positivist method of science, thinking it is interest-free, and needs to follow other forms of rationality.

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

 

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

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

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

 

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

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

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

 

Apple, Michael W., "Teaching and 'Women's Work': A Comparative Historical and Ideological Analysis," Teachers College Record, 86(Spring, 1985), 455-473. Also appears pp. 29-49 in Edgar B. Gumbert, ed., Expressions of Power in Education. Atlanta: Center for Cross-Cultural Education, 1985., Michael W. Apple

Annotation: Discusses the history of women teachers in the U. S. and England.

Broad Topical Focus: Curriculum Enactment and Teaching,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry,Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Comparative Curriculum, Value Assumptions and Ideologies in Curriculum, Curriculum History

 

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

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

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

 

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

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

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

 

Apple, Michael W., "The Political Economy of Text Publishing," Educational Theory, 34(Fall, 1984), 307-319. A version appears pp. 81-105 in his Teachers and Texts. New York: Routledge & Kagan Paul, 1986., Michael W. Apple

Annotation: Describes the economics of textbook publishing and the resulting ideological hegemony.

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: Textbooks, Hidden Curriculum, Value Assumptions and Ideologies in Curriculum

 

Apple, Michael W., "Work, Gender, and Teaching," Teachers College Record, 84(Spring, 1983), 611-628., Michael W. Apple

Annotation: Discusses teachers as state functionaries, the intensification of teaching resulting from greater state control, and gendered resistance by teachers.

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: Value Assumptions and Ideologies in Curriculum, Authority of Teacher, Conceptions of Teaching

 

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

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

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

 

Apple, Michael W., and Landon E. Beyer, "Social Evaluation of Curriculum," Educational Evaluation and Policy Analysis, 5(Winter, 1983), 425-434. Reprinted pp. 334-449 in Landon W. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities . Albany, NY: State University of New York Press, 1988; and revised as Ch. 4 in Michael W. Apple, ed., Power, Meaning, and Identity. New York: Peter Lang, 1999.*, Michael W. Apple and Landon E. Beyer

Annotation: Poses a way of evaluating curriculum that takes into account social, economic, and ideological purposes.

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

 

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

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

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

 

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

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

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

 

Ariav, Tamar, "Curriculum Analysis," pp. 194-196 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education. Supplement Volume One. New York: Pergamon, 1988., Tamar Ariav

Annotation: Describes curriculum analysis procedures and cites schemes available for use in this task.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes, Value Assumptions and Ideologies in Curriculum, Materials Development and Evaluation

 

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

 

Atkins, Elaine, "The Deliberative Process: An Analysis From Three Perspectives," Journal of Curriculum and Supervision, 1 (Summer, 1986), 265-293.*, Elaine Atkins

Annotation: Gives a case study of curriculum decision making by the English faculty in the Community College of Philadelphia; the analysis of the deliberation is done in terms of three different frameworks.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Value Assumptions and Ideologies in Curriculum, Higher Education Curriculum

 

Atkins, Elaine S., "The Relationship of Metatheoretical Principles in the Philosophy of Science to Metatheoretical Explorations in Curriculum," Journal of Curriculum Theorizing, 8(Winter, 1988), 69-85.*, Elaine S. Atkins

Annotation: Examines research paradigms based on realist, relativist, and hermeneutic traditions as they relate to their potential use in curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Knowledge Generation, Comparisons Among Inquiry Modes

 

Autio, Tero, Subjectivity, Curriculum, and Society: Between and Beyond German Didaktik and Anglo-American Curriculum Studies. Mahwah, NJ: Lawrence Erlbaum, 2006., Tero Autio

Annotation: Traces the intellectual contributions to the instrumentalist values underlying the dominant curriculum discourse of the 20th century; notes that both the Didaktik and American curriculum traditions fall within this instrumentalist ideology; quotes dozens of thinkers including Descarte, Weber, Calvin, Locke, Kant, and Tyler.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Social Efficiency/Control, Curriculum Theory Creation and Uses

 

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

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

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

 

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

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

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

 

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

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

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

 

Ayers, William, "The Shifting Ground of Curriculum Thought and Everyday Practice," Theory into Practice, 31(Summer, 1992), 259-263., William Ayers

Annotation: Describes changes in Chicago city schools that empowers participants in policy and practice.

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Value Assumptions and Ideologies in Curriculum, Curriculum Deliberation

 

Bai, Heesoon, and Avraham Cohen, "Breathing Qi (Ch'i), Following Dao(Tao): Transforming This Violence-Ridden World," pp. 35-54 in Claudia Eppert and Hongyu Wang, eds., Cross-Cultural Studies in Curriculum: Eastern Thought, Educational Insights. New York: Lawrence Erlbaum, 2008., Heesoon Bai and Avraham Cohen

Annotation: Explains these concepts from Chinese philosophy and argues for curriculum based on these concepts as an antidote to Western dualism; stresses empmowerment through criticism, creativity, and ethics.

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

 

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

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

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

 

Baldacchino, John. Education Beyond Education: Self and the Imaginary in Maxine Greene's Philosophy. New York: Peter Lang, 2009., John. Baldacchino

Annotation: Gives an analysis and elucidation of Greene's writings organized around broad themes in her work; demonstrates the coherence of her philosophy.

Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum as Experience, Aesthetics Education, Philosophical Schools

 

Banks, James, "The Lives and Values of Researchers: Implications for Educating Citizens in a Multicultural Society," Educational Researcher, 27(October, 1998), 4-17., James Banks

Annotation: Traces value perspectives adhered to by five researchers on race and discusses methodological issues and a typology of types of researchers involved in social action based on research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Citizenship Education

 

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

 

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

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

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

 

Barone, Tom, "Persuasive Writings, Vigilant Readings, and Reconstructed Characters: The Paradox of Trust in Educational Storytelling," pp. 63-74 in J. Amos Hatch and Roger Wisniewski, eds., Life History and Narrative. London: Falmer Press, 1995. Reprinted pp. 245-266 in Tom Barone, Aesthetics, Politics, and Educational Inquiry: Essays and Examples. New York: Peter Lang, 2000., Tom Barone

Annotation: Sets forth criteria for authoring emancipatory, artfully persuasive, educational stories; draws on Bakhtin's work.

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

 

Barrow, Robin, "Curriculum Theory and Values," pp. 110-117 in Noel Entwistle, ed., Handbook of Educational Ideas and Practices . New York: Routledge, 1990., Robin Barrow

Annotation: Notes the value issues involved in doing curriculum theorizing about practical curriculum questions.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Theory Creation and Uses

 

Barrow, Robin, "The Paradigm to End Paradigms: Reorientating Curriculum Research for the Secondary School," pp. 21-38 in Geoffrey Wilburn and Robin Enns, eds., Curriculum Canada VI . Vancouver: CSCI, University of British Columbia, 1985., Robin Barrow

Annotation: Critiques the dominant paradigm in curriculum research and suggests alternatives.

Broad Topical Focus: Curriculum Research and Inquiry-General,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Basile, Carole G., A Good Little School. Albany, NY: State University of New York Press, 2004., Carole G. Basile

Annotation: Describes a model open school with a thirty-year history of student-centered learning.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Democratic Education, Local Control of Schooling, Open Education, Value Assumptions and Ideologies in Curriculum

 

Baszile, Denise Taliaferro,"Criminal Acts Comitted in the Name of Good Education," Journal of Curriculum and Pedagogy, 2(Summer, 2005), 20-23., Denise Taliaferro Baszile

Annotation: Critiques standardization in contemporary curriculum policy and practice; calls for action to change this dominant ideology.

Broad Topical Focus: Curriculum Policies and Policy Making, 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: Value Assumptions and Ideologies in Curriculum, Curriculum Standards and Testing

 

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

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

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

 

Benham, Barbara J., "Curriculum Theory in the 1970's: The Reconceptualist Movement," Journal of Curriculum Theorizing, 3(Winter, 1981), 162-170., Barbara J. Benham

Annotation: Reviews the rise and development of the reconceptualist movement in curriculum theory; explains two positions within the movement--existentialist and structuralist-- and the movement's impact.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Theorists, Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

 

Berlak, Harold, "Values, Goals, Public Policy, and Educational Evaluation," Review of Educational Research, 40(April, 1970), 261-278., Harold Berlak

Annotation: Discusses the issues in distinguishing programmatic and policy questions for evaluation; explores various sources for models of evaluation.

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

 

Berman, Louise M., "Perception, Paradox, and Passion: Curriculum for Community," Theory Into Practice, 25(Winter, 1986), 41-45., Louise M. Berman

Annotation: Mentions norms like paradox, freedom, dialetic (related to settings) and judgment, self as chooser, reasonableness, compassion, commitment (related to qualities of persons).

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

 

Best, Edward, "A Failure in Communication," Studies in Philosophy and Education, 3(Spring, 1964), 163-184., Edward Best

Annotation: Argues for the identification and examination of prescriptive premises in educational theories.

Broad Topical Focus: Curriculum Proposals in Coherent Form,Curriculum Conceptions and Theories,Curriculum Visions and Philosophies
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

 

Best, Steven, and Douglas Kellner, Postmodern Theory: Critical Interrogations. New York: Guilford, 1991., Steven Best and Douglas Kellner

Annotation: Sets forth and critiques positions taken by various postmodern theorists; Foucault, Deleuze, Guattare, Baudrillard, Lyotard, Jameson, and Habermas; indicates how modernist and postmodernist weaknesses can be overcome in a new reconstructed critical social theroy.

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

 

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., "Art and Society: Toward New Directions in Aesthetic Education," pp. 380-399 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Landon E. Beyer

Annotation: Reviews classical and Marxist notions of art and art education; suggests six changes that must occur if art education is to be appropriately placed in the curriculum.

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

 

Beyer, Landon E., "Curriculum Deliberation," pp. 199-201 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education, Supplement Volume 1. New York: Pergamon Press, 1988.*, Landon E. Beyer

Annotation: A review of ethical, political, aesthetic issues on which deliberation is required in curriculum development and policy-making.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Deliberation, 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., "Ideology, Social Efficiency and Curriculum Inquiry: An Essay Response to Franklin's 'The Social Efficiency Movement Reconsidered'," Curriculum Inquiry, 12(Fall, 1982), 305-316.*, Landon E. Beyer

Annotation: Takes issue with Franklin's view of the relation between curriculum theory and practice as stated in pp. 9-33, same volume of Curriculum Inquiry.

Broad Topical Focus: Curriculum Change, Relation of Curriculum Research to Practice, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control, Value Assumptions and Ideologies in Curriculum, Knowledge Generation

 

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

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

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

 

Beyer, Landon E., "The Aims of Schooling: Marketization, Democracy, and the Public Good," Educational Foundations, 8(Fall, 1994), 43-58., Landon E. Beyer

Annotation: Contrasts aims of schooling based on market values and those based on democratic and public values.

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

 

Beyer, Landon E., "The Reconstruction of Knowledge and Educational Studies," Journal of Education, 168(No. 2, 1986), 113-135.*, Landon E. Beyer

Annotation: Traces the epistemological foundations of educational theory and the current reorientation in inquiry in teacher education and curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories, Curriculum Research and Inquiry-General, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Education, Value Assumptions and Ideologies in Curriculum, Philosophical Schools, Curriculum Theory Creation and Uses

 

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

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

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

 

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

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

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

 

Beyer, Landon E., and Daniel P. Liston, "Discourse or Moral Action? A Critique of Postmodernism," Educational Theory, 42(Fall,1992), 371-393., Landon E. Beyer and Daniel P. Liston

Annotation: Discusses criticisms of postmodern curriculum theory and the implications for curriculum deliberation.

Broad Topical Focus: Curriculum Decision-making Processes, Inquiry Language in Curriculum Research, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Value Assumptions and Ideologies in Curriculum

 

Beyer, Landon E., and George H. Wood, "Critical Inquiry and Moral Action in Education," Educational Theory, 36(Winter, 1986), 1-14., Landon E. Beyer and George H. Wood

Annotation: Addresses equality, democracy, and autonomy as key norms in education for moral action.

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

 

Bhattacharya, Asoke, Paulo Freire: Rousseau of the Twentieth Century. Rotterdam: Sense Publishers, 2011., Asoke Bhattacharya

Annotation: Re-presents the various ideas and writings on education by Paulo Freire against the backdrop of Brazilian history and culture and of Freire's own life story; quotes and comments on several of Freire's published works; interprets them and his teachings both in Brazil, in Chile, and in his speaking around the world; offers commentaries on Freire by essayists from three recent book collections; provides a masterful, intelligible grasp of Freire and his ideas in one convenient volume.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Literature of Curriculum, Value Assumptions and Ideologies in Curriculum

 

Bialystok, Lauren, " 'My Child, My Choice'? Mandatory Curriculum, Sex, and the Conscience of Parents," Educational Theory, 68(No. 1, 2018), 11-29., Lauren Bialystok

Annotation: Analyzes the issues involved in parents' opting their children out of certain sex education topics vs the rights of civil society to support the rights of children to a comprehensive sex education curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry--Speculative Essay, Content Analysis, Philosopical Inquiry--Ampliative Criticism
Type of Study: SIngle Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Physical Education, Hidden Curriculum, Ethical Issues in Curriculum, Curriculum Aims and Objectives

 

Bickman, Martin, Minding American Education: Reclaiming the Tradition of Active Learning. New York: Teachers College Press, 2003., Martin Bickman

Annotation: Traces the antecedents in American thought on education of the contemporary view of what the author calls "active learning and thinking" (as opposed to forcing, filling, testing children with abstractions); treats Emerson, Thoreau, Dewey, etc.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists, Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum, Open Education

 

Biesta, Gert, "Pragmatising the Curriculum: Bringing Knowledge Back into the Curriculum Conversation, but Via Pragmatism," The Curriculum Journal, 25(No. 1, 2014), 29-49., Gert Biesta

Annotation: Analyzes Dewey's transactional theory of knowing; draws implications for curriculum decision-making; other related articles follow.

Broad Topical Focus: 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 and the Disciplines, Content Selection and Organization, Value Assumptions and Ideologies in Curriculum

 

Biesta, Gert, "Why 'What Works' Won't Work: Evidence-Based Practice and the Democratic Deficit in Educational Research," Educational Theory, 57(No. 1, 2007), 1-22., Gert Biesta

Annotation: Critiques the arguments for limiting educational practices to those supported by evidence of success in achieving goals; explains why actions based on research require democratic deliberation.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Research and Inquiry-General, Curriculum Evaluation
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, Government Role in Educational Research & Development, Knowledge Utilization

 

Biesta, Gert J. J., and Deborah Osberg,"Beyond Re/Presentation: A Case for Updating the Epistemology of Schooling," Interchange, 38(March, 2007), 15-29., Gert J. J. Biesta and Deborah Osberg

Annotation: Describes with careful analysis a presentational rather than a representational epistemology; ponders what schooling would be like if it relied upon the former rather than the latter; other articles follow on the implications of this thesis (p. 31 and p. 69).

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Value Assumptions and Ideologies in Curriculum, Content Selection and Organization, Curriculum Aims and Objectives

 

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

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

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

 

Block, Alan A., "By Way of Introduction," pp. 5-31 in his Talmud, Curriculum, and the Practical: Joseph Schwab and the Rabbis. New York: Peter Lang, 2004., Alan A. Block

Annotation: Argues that Schwab's ideas on curriculum might be situated in Jewish Talmud practice.

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

 

Blumenfeld-Jones, Donald, "Dance Curricula Then and Now: A Critical Historical-Hermenuetic Evaluation," pp. 125-153 in William M. Reynolds and Julie A. Webber, eds., Expanding Curriculum Theory: Dis/positions and Lines of Flight. Mahwah, NJ: Lawrence Erlbaum, 2004., Donald Blumenfeld-Jones

Annotation: Examines and critiques three models for dance education in terms of underlying assumptions.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Physical Education, Aesthetics Education, Value Assumptions and Ideologies in Curriculum

 

Bohan, Chara Haeussler, "Early Vanguards of Progressive Education: The Committee of Ten, The Committee of Seven, and Social Education," Journal of Curriculum and Supervision, 19(Fall, 2003), 73-94., Chara Haeussler Bohan

Annotation: Examines antecedents of the Progressive Education Association; clarifies the work of these two committees and their relation to the social studies curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Studies, Value Assumptions and Ideologies in Curriculum, Classics of Curriculum Literature

 

Bowers, C. A., "Afterword," pp. 151-192 in C. A. Bowers and Frederique Apffel-Marglin, eds., Rethinking Freire: Globalization and the Environmental Crisis. Mahwah, NJ: Lawrence Erlbaum, 2005., C. Bowers

Annotation: Identifies missing elements in Friere's critical pedagogy and explains why addressing these elements that embrace ecojustic and local knowledge are important to include in the education of educators and in school and college curricula.

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: Criticism of Schooling, Value Assumptions and Ideologies in Curriculum, Teacher Education, Ethical Issues in Curriculum, Programs of Study in Curriculum and Instruction

 

Bowers, C. A., Critical Essays on Education, Modernity, and the Recovery of the Ecological Imperative. New York: Teachers College Press, 1993., C. A. Bowers

Annotation: Critiques the place of cultural literacy, educational computing, and the ecological perspective on education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Collection of Studies
Narrow Topic: Curriculum Aims and Objectives, Computers and Technology as Subjects, Social Studies, Value Assumptions and Ideologies in Curriculum

 

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., "Emergent Ideological Characteristics of Educational Policy," Teachers College Record, 79(September, 1977), 33-54., C. A. Bowers

Annotation: Traces the emergent technocratic ideology in educational policies from behavior modification to career education to competency-based education.

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

 

Bowers, C. A., "Ideological Continuities in Technicism, Liberalism, and Education," Teachers College Record, 81(Spring, 1980), 293-321.*, C. A. Bowers

Annotation: Presents a critique of technological consciousness in education from the perspective of philosophical conservatism.

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

 

Bowers, C. A., "Linguistic Roots of Cultural Invasion in Paulo Freire's Pedagogy," Teachers College Record, 83(Summer, 1983), 935-953., C. A. Bowers

Annotation: Analyzes Freire's pedagogy in the context of Chepervyan (native American) traditions; raises concerns about the westernizing influences of Freire's thought.

Broad Topical Focus: Curriculum Theorists, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Freedom/Authority and Curriculum

 

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

 

Bowers, C. A., "The Reproduction of Technological Consciousness: Locating the Ideological Foundations of a Radical Pedagogy," Teachers College Record, 83 (Summer, 1982), 529-557., C. A. Bowers

Annotation: Analyzes the sources and method of the reproducing of technological consciousness in education; reviews the literature on critical theory.

Broad Topical Focus: Curriculum Enactment and Teaching, 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, Conceptions of Teaching, Knowledge Generation

 

Bowers, C. A., "Toward an Eco-Justice Pedagogy," Educational Studies, 32(Winter, 2001), 401-416., C. A. Bowers

Annotation: Argues for a conception of curriculum (eco-justice) that helps students recognize and criticize root metaphors in contemporary culture (progress, anthopocentrism, individualism) and replace them with ones based on a root metaphor of ecology; critiques Giroux, McLaren, Freire.

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

 

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

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

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

 

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