Deepening Democratic Curriculum Work

Abstract

The longstanding argument between advocates of curriculum development and critical curriculum studies is examined from the perspective of democratic inquiry artistry. From this alternative vantage point, both advocacies possess certain strengths and limitations. A map of democratic inquiry artistry has been created to capitalize on the strengths of each position and to deepen democratic curriculum work. This map—an eclectic adaptation of seven ancient forms of inquiry—is designed to help educators negotiate the “terrain” of democratic wisdom, which is understood as a demanding professional challenge incorporating disciplined inquiry, democratic hermeneutics and human artistry. The daily enactment of democratic inquiry artistry can assist educational researchers by informing ethical-political decisions and by advancing the integration of the science and art of education.

Seeing as strangers: teachers’ investigations of lived curriculum

“…Descriptions of transformative curriculum leaders (Henderson andGornik 2004, Mikel andJoseph 2004) depict educators who have a vision of profound change for schools and society, be it a full realization of democracy as a moral way of living (Henderson 2001) or 'a pedagogy of moral and spiritual transformation' (Purpel 1999: 188). Curriculum leaders as progressive activists continually strive to bring about a better life for others in their schools, communities, and in the larger political sphere.…”

Teachers and Administrators as Lead Professionals for Democratic Ethics: From Course Design to Collaborative Journeys of Becoming

“…For example, when Wraga's (1999) and Pinar's (1999) contrasting ideas regarding the proper purposes and directions of contemporary curriculum scholarship were brought to bear on the pages of Educational Researcher, Henderson (2001b) interceded with an argument for an alternative that appreciated both tradition and the avant-garde. Understanding curriculum development as a circuit of problem-solving raises the very important and practical question of "Is this working?"…”

“…The reconceptualization teaches us that matters of identity, power and language are always central and that curriculum is never apolitical or ahistorical. For Henderson (2001b), these are supplemental and not competing questions. His sustained dissatisfaction with either/or thinking was salient feature of the theorizing that eventually lead to Re-conceptualizing Curriculum Development (Henderson et al 2015).…”

Recovering Curriculum Practice: Continuing the Conversation

“…6, pp. 17-19 Henderson (2001), too, is silent, as other reconceptualists have been. Moreover, Henderson in his recapitulation not only ignores the rejoinder and Pinar's failure to address the points I raised, but also reiterates Pinar's misrepresentation of the original article as advocating that curriculum theory should "direct practice" (p. 18).…”

“…James Henderson's (2001) response to my critique of the reconceptualist propensity to distance-even divorce-curriculum theory from curriculum practice (Wraga, 1999a) represents a contribution to the recent problematic conversation about the intellectual and practical efficacy of reconceptualist curriculum theory. Several clarifications precede my responses to Henderson's queries.…”