Response to Wesley Cragg

Goodlad, John I.; Soder, Roger; Sirotnik, Kenneth A.

doi:10.1080/03626784.1993.11076118

Cited by 41 publications

(59 citation statements)

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“…More particularly, and rehearsing critique of earlier "levels" thinking (e.g. Goodlad, 1979;Doyle, 1992a), we argue that the metaphor of "levels" assumes and encourages thinking about curriculum matters along linear (and often hierarchical)…”

Section: Introductionmentioning

confidence: 78%

“…Others offer quite different framings, using alternative terminology (e.g. Goodlad, 1979;Doyle, 1992a;Deng, 2012). These typologies perhaps more successfully convey the "the central condition for curriculum making, that all levels from curriculum planning down to classroom interaction are systematically interwined…”

Section: Levels Layers or Sites?mentioning

confidence: 99%

“…We have been inspired by work, which has sought to understand curriculum through analysis of curriculum across different levels, layers or domains (e.g. Goodlad, 1979;Doyle, 1992a;Thijs & van den Akker, 2009;Deng, 2012). In this chapter, we seek to elaborate how such thinking can be revisited to account for what we have started to explore elsewhere, that curriculum making occurs "across multiple sites, in interaction and intersection with one another, in often unpredictable and context-specific ways, producing unique social practices, in constant and complex interplay, wherein power flows in non-linear ways, thus blurring boundaries between these multiple sites" (Priestley & Philippou, 2018, p. 154).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Curriculum Making: A Conceptual Framing

Priestley¹,

Philippou²,

Alvunger³

et al. 2021

Curriculum Making in Europe: Policy and Practice Within and Across Diverse Contexts

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This chapter provides an introduction to the European case study chapters in this volume on curriculum making. The chapter explores different conceptions of curriculum and curriculum making. It offers a critique of existing thinking about curriculum making as something that occurs within reified levels within an educational system. Such thinking often construes curriculum making as occurring through linear and hierarchical chains of command from policy to practice. Drawing upon previous conceptualizations of curriculum making, the chapter develops a new approach to understanding curriculum making. This is a heuristic rather than a normative framing; it is essentially non-linear, framed around the concept of intertwined sites of activity -supra, macro, meso, micro and nano -within complex systems, with curriculum making framed as types of activity rather than institutional functions.

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Section: Introductionmentioning

confidence: 78%

Section: Levels Layers or Sites?mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Curriculum Making: A Conceptual Framing

Priestley¹,

Philippou²,

Alvunger³

et al. 2021

Curriculum Making in Europe: Policy and Practice Within and Across Diverse Contexts

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show abstract

“…At a level even more profound than professional competence and effectiveness lies the realm of what Goodlad, Soder, & Sirotnik (1990) refer to as the moral dimension of teaching. It is at this level of interpersonal morality that teachers must be willing and able to examine self and professional practice.…”

Section: Teacher Educationmentioning

confidence: 99%

Diverse Family Structures: Implications for P‐3 Teachers

Burke¹

1999

Journal of Early Childhood Teacher Education

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“…A number of authors have recently argued that ethical concerns should be central in considering approaches to teaching and schooling (Goodlad, Soder, & Sirotnik, 1990;Noddings, 1984;Tom, 1984), because teachers daily confront a variety of ethical questions about subject matter choices and responsibilities to students, other teachers, and parents. This recent interest in the moral dimensions of teaching and schooling may be related to the collapse of moral commitment in American society, as self-interest and individualism make envisioning the common good more difficult (Raskin, 1986).…”

Section: Collegementioning

confidence: 99%

Schooling, Moral Commitment, and the Preparation of Teachers

Beyer

1991

Journal of Teacher Education

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Teaching has been conceived of as a decontextualized, apolitical, amoral enterprise in both historical and contemporary contexts of teacher education. For example, normal schools fostered a conception of competence in which moral deliberation was less than central by promoting vocationalism and an instrumental rationality that denigrated educational theory and critical reflection. Recent attempts to rekindle a science of education promote a similar kind of technical competence that ignores the importance of moral imagination. This conception of professionalism is in keeping with a focus on self-interest and individualism in American society that makes it hard to envision a common good. A new vision of professionalism is proposed that recognizes the centrality of moral commitment and moral discourse in teaching, and its application in teacher education programs at Knox College is described. Illustrations of how this view of professionalism must be connected to experiences in which preservice students confront the injustices in current social realities are emphasized.

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Response to Wesley Cragg

Cited by 41 publications

References 0 publications

Curriculum Making: A Conceptual Framing

Curriculum Making: A Conceptual Framing

Diverse Family Structures: Implications for P‐3 Teachers

Schooling, Moral Commitment, and the Preparation of Teachers

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