The Curriculum Shadow

Computer science education should not be based on short-term developments but on content that is observable in multiple domains of computer science, may be taught at every intellectual level, will be relevant in the longer term, and is related to everyday language and/or thinking. Recently, a catalogue of central concepts for computer science education such as algorithm, computer, and data has been empirically determined. This paper now concentrates on central processes relevant for computer science education. Experts of computer science rated 44 general-education processes regarding four criteria. By using a cluster analysis approach the following central processes for computer science education have been identified: problem solving and problem posing, analyzing, generalizing, finding relationships, classifying, and investigating.

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“…Pithers, 2000). Thus, they are part of what is called the hidden curriculum or the curriculum shadow (Uhrmacher, 1997;Redish, 2003).…”

Section: Science-oriented Approaches For Curriculum Planningmentioning

confidence: 98%

Process as content in computer science education: empirical determination of central processes

Zendler

Spannagel

Klaudt

2008

Computer Science Education

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“…We look for omissions within the existing texts to shed light on the implicit set of organizational rules, what is "privileged" and what is "disdained" (Uhrmacher, 1997). When we consider the role of Hebrew in teaching about faith and identity, we are inspired to raise the question posed by Kumashiro (2000) when he analyzed models of teaching about the "Other": "How do .…”

Section: Educational Implications Of the Connection Between Messianicmentioning

confidence: 99%

“…In this article, we draw from the work of Pinar (1997) and Grumet (1997) who highlighted the silences and unspoken elements of curriculum, calling attention to the multiple decisions and complex layers of social, cultural, and gendered engagement and relationships that influence curriculum. We also use Uhrmacher's (1997) focused attention on the language used in curriculum documents. He sheds light on what is often called the "curriculum shadow," or the "hidden curriculum": the underpinning assumptions and ideologies that shape the realities in schools.…”

Section: Implications For Educationmentioning

confidence: 99%

Theological and Pedagogical Implications of the Role of Zionism in Reform Jewish Manifestos: A Bridge from Vision to Praxis

Rechnitzer¹,

Brandes²

2009

Journal of Jewish Education

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“…I thought I "understood" something deeper and more powerful than my own life. I guess I did, but I realize now that I was more influenced by the "curriculum shadow," what the curriculum dismissed, scorned, repressed, and disdained (Uhrmacher, 1997), than by what the curriculum planners intended be learned.…”

Section: The Textsmentioning

confidence: 99%

“…That aside, what were we, as students, enabled to do? We were to read, understand, discuss, and appreciate, but not write, question, argue, or critique (these constitute, therefore, Uhrmacher's [1997] curriculum shadow, the disdained in the curriculum). As a result, we were led to romanticize the past and fail to appreciate the present through a study of times other than our own.…”

Section: The Curriculum Objectives 13mentioning

confidence: 99%

The British Columbia Literature 12 Curriculum and I: A Soliloquy

Kouritzin

2004

Curriculum Inquiry

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A critique of the prescribed Literature 12 curriculum for British Columbia teachers, this article is a life-history narrative juxtaposed against my own literary education, examining how my lived experiences were reflected and reinforced in the Literature 12 curriculum, and in the literary canons of both high school and university English teaching-and vice versa. After first introducing the curriculum documents and the required textbook for the teaching of Literature 12, this article then deconstructs the curriculum objectives and the canon, pointing out that the study of English literature, as traditionally conceived in high schools and universities, reinforces Eurocentrism, racism, elitism, and, particularly for the purposes of this article, misogyny. It concludes by reminding teachers that some students bring experiences of oppression with them to the classroom, and that it is therefore our responsibility to challenge the norms present in the literary canon.In 1994 I took a graduate-level course in curriculum theory at the University of British Columbia taught by Dr. J. Belanger. 1 For the final assignment in that course, we were asked to describe and analyze a curriculum document in our subject fields in terms of the major trends in curriculum theory we had been introduced to, particularly through the historical triad of curriculum orientations (i.e., transmission, transaction, and transformation curricula) suggested by Miller and Seller (1990). We were also to engage with other reading, including feminist points of view, critical discourses, and theory from the new right. At my partner, Larry Johnson's, 2 suggestion, I agreed to augment the assignment as described by writing personal life histories about our experiences with the British Columbia Literature 12 curriculum document (Province of BC, 1972BC, , 1992, a guidebook that Larry had taught within, and that I had been schooled under.Because our chosen curriculum document contained a scant eight pages while our classmates were wrestling with more updated, more fully rounded, tomes, we worked creatively and expanded our outlook

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The Curriculum Shadow

Cited by 11 publications

References 2 publications

Process as content in computer science education: empirical determination of central processes

Process as content in computer science education: empirical determination of central processes

Theological and Pedagogical Implications of the Role of Zionism in Reform Jewish Manifestos: A Bridge from Vision to Praxis

The British Columbia Literature 12 Curriculum and I: A Soliloquy

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