Narrow Topic - Value Assumptions and Ideologies in Curriculum

 

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Westbury, Ian, "Deliberation and the Improvement of Schooling," pp. 37-65 in J. T. Dillon, ed., Deliberation in Education and Society. Norwood, NJ: Ablex, 1994.*, Ian Westbury

Annotation: Presents the arguments for and against the use of deliberation in school-based decision-making and curriculum improvement.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives, Local Control of Schooling, Curriculum Development Strategies

 

Westbury, Ian, "Schooling as an Agency of Education: Some Implications for Curriculum Theory," pp. 88-114 in W. B. Dockrell and David Hamilton, eds., Rethinking Educational Research . London: Hodder & Stoughton, 1980.*, Ian Westbury

Annotation: Criticizes schools and curricula as agencies designed to deliver a particular conception of what knowledge is worth knowing, thus limiting our options.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Classroom Observation & Research, Curriculum Aims and Objectives, Curriculum History, Value Assumptions and Ideologies in Curriculum

 

Westbury, Ian, "The Burdens and the Excitement of the 'New' Curriculum Research: A Response to Hlebowitsh's "The Burdens of the New Curricularist," Curriculum Inquiry, 29(Fall,1999), 355-364.*, Ian Westbury

Annotation: Acknowledges certain views and challenges others of both Hlebowitsh and the reconceptualists; sets forth a third perspective tied to Reid's notion of translating ideals into institutionalized curriculum and also tied to Schwab's notion of deliberation.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum History, Curriculum Specialists in Schools, Curriculum Deliberation

 

Westbury, Ian, "The Curriculum: What Is It and How Should We Think About It?" pp. 129-158 in M. Bloomer and K. E. Shaw, eds., The Challenge of Educational Change: Limitations and Potentialities . Oxford: Pergamon, 1979.*, Ian Westbury

Annotation: Challenges the means-end form of argument commonly used in curriculum policy rhetoric because it ignores ideological, historical, and institutional issues that require deliberate practical reasoning to resolve.

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, School Subjects, English

 

Westbury, Marilyn, "The Science and the Art of Teacher Effectiveness: An Examination of Two Research Traditions," Canadian Journal of Education, 13(No. 1, 1988), 138-161., Marilyn Westbury

Annotation: Presents a critique process-process research and ethnographic research.

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

 

Wexler, Philip, "Curriculum in the Closed Society," pp. 92-104 in Henry A. Giroux nd Peter McLaren, eds., Critical Pedagogy, the State, and Cultural Struggle , Albany, NY: State University of New York Press, 1989.*, Philip Wexler

Annotation: Analyzes the dominant culture embedded in the curriculum--scientism.

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

 

White, Ronald V., "Curriculum Studies and ELT," System, 17(No. 1, 1989): 83-92.*, Ronald V. White

Annotation: Discusses the relation between ideology, Skilbech's situational curriculum models, and ELT.

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

 

Whitson, James A., "Post-Structuralist Pedagogy as a Counter-Hegemonic Praxis (Can We Find the Baby in the Bathwater?)" Education and Society, 9 (No. 1 & 2, 1991), 74-87., James A. Whitson

Annotation: Reviews literature related to critical pedagogy and argues its role in confronting hegemonic praxis.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum, Conceptions of Teaching

 

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

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

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

 

Whitson, James Anthony, "The Politics of 'Non-Political' Curriculum: Heteroglossia and the Discourse of 'Choice' and 'Effectiveness'," pp. 279-330 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale, AZ: Gorsuch Scarisbrick, l988., James Anthony Whitson

Annotation: Critiques the political use of educational choice and educational effectiveness by the political right; places this critique within antipositivist perspective of Freire, Bakhtin, and others.

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

 

Wiess, Carol H., "The Four 'I's' of School Reform: How Interests, Ideology, Information, and Institutuion Affect Teachers and Principals," Harvard Educational Review, 65 (Winter, 1995), 571-592., Carol H. Wiess

Annotation: Reports the effect of the interaction of the four "i's" in shared decision-making in 12 public high schools and discusses the implications for school reform.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes, Curriculum Contexts and Societal Influences, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Willbergh, Ilmi, "The Problems of 'Competence' and Alternatives from the Scandivavion Perspective of Bildung," Journal of Curriculum Studies, 47(No.3, 2015), 334-354., Ilmi Willbergh

Annotation: Presents a theoretical analysis of both competence and Bildung: explores the question of what should be learned in school and offers an alternative to competence-based models with a revised concept of Bildung in an effort to bridge the gap between schooling and the real world.

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: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum

 

Willinsky, John, "Just Say Know? Schooling the Knowledge Society," Educational Theory, 55(No. 1, 2005), 97-111., John Willinsky

Annotation: Reviews and critiques three books (Andy Hargraves, Barry Smith, Peter Jarvis) on the knowledge society and its implications for schooling.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Visions and Philosophies, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives, Ethical Issues in Curriculum, Value Assumptions and Ideologies in Curriculum

 

Willinsky, John, Learning to Divide the World: Education at Empire's End. Minneapolis, MN: University of Minnesota Press, 1998., John Willinsky

Annotation: Critiques the imperialist perspectives on which much current curricula are based; examines school texts that reveal colonialist themes in history, geography, science, language, and literature.

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, Textbooks, Content Selection and Organization

 

Willis, George, "The Human Problems and Possibilities of Curriculum Evaluation," pp. 315-333 in George Willis, ed., The Curriculum: Problems, Politics, and Possibilities . Albany, NY: State University of New York Press, 1988. Also pp. 339-357 in 2nd ed., 1998.*, George Willis

Annotation: Traces the history of curriculum evaluation and seeks to replace technical evaluation approaches with those responsive to a human ideology of the type described by James Macdonald.

Broad Topical Focus: Curriculum Evaluation, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum History

 

Willower, Donald J., "Epistemology, Science, and Moral Practice," Interchange, 32(March, 2001), 1-16., Donald J. Willower

Annotation: Gives in-depth treatment of the nature of scientific inquiry and of contemporary criticisms of it; relates ethical values to inquiry.

Broad Topical Focus: Curriculum Research and Inquiry-General, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Knowledge Generation

 

Wilson, John, "The Curriculum: Justification and Taxonomy," British Journal of Educational Studies, 17(February, 1969), 36-40., John Wilson

Annotation: Discusses questions related to curriculum rationales and classifications.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum, Curriculum Deliberation

 

Winfield, Ann G., "Eugenics and Social Control: Patterns and Influences in Current Thought," pp. 121-137 in Lesley Coia and others, eds., Democratic Responses in an Era of Standardization. Troy, NY: Educator's International Press, 2004., Ann G. Winfield

Annotation: Discusses the nature and influence of eugenics as an ideology on curriculum and other educational policies, both past and present.

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

 

Wise, Arthur E., "Why Educational Policies Often Fail: The Hyperrationalization Hypothesis," Journal of Curriculum Studies, 9(No. 1, 1977), 43-57.*, Arthur E. Wise

Annotation: Explains the role of hyperrationalization in educational policy making and helps distinguish proper from excessive rationalization.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Change
Source Discipline: Education
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

 

Wixson, Karen K, Elizabeth Dutro, and Ruth G. Athan, "The Challenge of Developing Content Standards," pp. 69-107 in Robert E. Floden, ed., Review of Research in Education, 27: 2003. Washington, DC: American Educational Research Association, 2004.*, Karen K. Wixson, Elizabeth Dutro, and Ruth G. Athan

Annotation: Traces the history of the entire content standards movement, with special attention to the English language arts, both state and national influences.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Historical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Curriculum Standards and Testing, English, Freedom/Authority and Curriculum, Government Role in Educational Research & Development, Value Assumptions and Ideologies in Curriculum

 

Wood, George H., "Beyond Radical Educational Cynicism," Educational Theory, 32(Spring, 1982), 55-71., George H. Wood

Annotation: Explores neo-Marxist thinkers and suggests a more complete line of inquiry.

Broad Topical Focus: 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, Value Assumptions and Ideologies in Curriculum

 

Wood, George H., "Schooling in a Democracy: Transformation or Reproduction?" Educational Theory, 34(Summer, 1984), 219-239., George H. Wood

Annotation: Analyzes democratic schooling in a corporate environment and calls for schooling that provides for participatory democracy.

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: Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives, Democratic Education, Citizenship Education

 

Wraga, William G., " 'Interesting, if True' : Historical Perspectives on the 'Reconceptualization' of Curriculum Studies," Journal of Curriuculum and Supervision, 14(Fall,1998), 5-28.*, William G. Wraga

Annotation: Critiques the reconceptualist movement in curriculum with respect to its ahistoricism and its ideology.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Inquiry Language in Curriculum Research, Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Curriculum History, Value Assumptions and Ideologies in Curriculum

 

Wraga, William G., "Progressive Pioneer: Alexander James Inglis (1879-1924) and American Secondary Education," Teachers College Record, 108(June, 2006),1080-1105., William G. Wraga

Annotation: Presents Inglis' contributions to secondary education and analyzes them in relation to four interpretations of prgressivism offered by educational historians; places Inglis among pedagogical progressives.

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Secondary School Curriculum, Value Assumptions and Ideologies in Curriculum

 

Yob, Iris M., "Spiritual Education: A Public School Dialogue with Religious Interpretations," Religious Education, 90 (Winter, 1995), 104-117.* Response by Susan Laird, "Spiritual Education in Public Schools?" pp. 118-132., Iris M. Yob

Annotation: Draws on Cully, Westerhoff & Eusedan, and Palmer to develop a proposal for a spirituality curriculum.

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

 

Young, Michael, "An Approach to the Study of Curricula as Socially Organized Knowledge," pp. 19-46 in his Knowledge and Control: New Directions for the Sociology of Education. London: Collier-Macmillan, 1971. Reprinted pp. 254-285 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation. Berkeley, CA: Mc Cutcheon, 1977.*, Michael Young

Annotation: Describes the sociological approach to the organization of knowledge in curricula and explains what is meant by socially organized knowledge.

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

 

Zais, Robert S., "Confronting Encapsulation as a Theme in Curriculum Design," Theory Into Practice, 25(Winter, 1986), 17-23., Robert S. Zais

Annotation: Shows how to confront encapsulation and transcend the measured curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Evaluation,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Philosophical Inquiry-Speculative Essay,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

 

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

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

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

 

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