TEDU 732.901: Advanced Seminar on Curriculum Theory
Spring 2013
Dr. Hilary E. Hughes
To educate as the practice of freedom is a way of teaching that anyone can learn. That learning
process comes easiest to those of us who teach who also believe that there is an aspect of our
vocation that is sacred; who believe that our work is not merely to share information but to share
in the intellectual and spiritual growth of our students. To teach in a manner that respects and
cares for the souls of our students is essential if we are to provide the necessary conditions where
learning can most deeply and intimately begin. -- bell hooks, 1994
Meeting Times: Thursday, 4:00-6:40pm
Room: Grace E. Harris, 2104
Office: 3099B
Office Hours: Wednesdays, 2-4pm; Thursdays, 2-4pm
Phone: 804-828-1509 (office) 970-471-3320 (cell)
Email: hhughes@vcu.edu
COURSE DESCRIPTION:
This advanced doctoral seminar is designed to expand students’ thinking about the continuous,
confounding problems that challenge curriculum in education currently and throughout history.
Students will read and discuss theoretical and empirical texts that present curriculum through
multiple, broad lenses, such as historical, political, classed, racialized, phenomenological, queer,
and poststructural, in order to explore questions such as: What is the purpose of curriculum?
What should be taught? Why? What is the relationship between schools and society with regard
to curriculum? How is curriculum influenced by policy? How could curriculum be understood,
organized, and improved?
OVERVIEW OF SEMINAR:
The purpose of this seminar is to consider the ways in which curriculum is influenced by
historical, social, cultural, and political forces, as well as a range of philosophical ideas about the
value of knowledge, the nature of the learner, the nature of the educator, and the nature of society.
Students will develop a deeper understanding about the influences on curriculum overtime by
critically and thoughtfully reading, writing, and discussing various theoretical perspectives, and
they will also be introduced to research traditions that scholars take up in their work regarding
curriculum. Additionally, students will be able to articulate and justify worthwhile questions
regarding curriculum, theories, and change, as well as locate certain research traditions and
theoretical frameworks that are personally and professionally meaningful in their applied fields.
COURSE ASSUMPTIONS:
This seminar is grounded in the assumptions that
 curriculum, in general, must be understood in an historical context: it takes place within
philosophical, intellectual, and cultural traditions, as well as within political, economic,
and social contexts that extend backward and forward in time, well beyond the present
moment;
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



teaching and learning curriculum has social consequences: curriculum is constantly
shaped and reshaped by social forces and, in turn, has social consequences that extend
well beyond the walls of the classroom;
teaching and learning curriculum has ethical consequences: it involves an understanding
of the meaning of goodness, of valuable knowledge, of an educated person, and of a
democratic society.
curriculum design has, in the widest sense, a political dimension: it is constantly
influenced by political figures and it also shapes the quality of education in American
society;
research on and about curriculum makes epistemological claims: it involves an
understanding of the nature, origin, and scope of knowledge and knowing
INQUIRY THROUGH READING, WRITING, AND DISCUSSION
Reading
Reading is a critical component of this seminar. Because this is an advanced graduate level
seminar, a great deal of reading (re-reading, mis-reading, co-reading)—some of which deals with
complex and unfamiliar theories, textual formats, and context-specific language—will be required
in order for you to become acquainted with the very broad range of approaches in curriculum
theory and the research regarding curriculum theory. When thinking about how to engage with
difficult texts, I invite you to heed French poststructural philosopher Jacques Lacan's advice:
"…to read does not obligate one to understand. First it is necessary to read . . . avoid
understanding too quickly" (as cited in Ulmer, Gregory, 1985. Applied Grammatology.
Baltimore: Johns Hopkins Press).
It is essential that you read all of the required texts for each seminar meeting thoroughly and
thoughtfully and come prepared with notes reflecting the assigned readings’ major themes
(according to you), explicit connections to and disconnections from past readings, yours and
others’ lived experiences, etc., sections of the reading that need clarifying; questions, critiques,
and important quotes from the text that may inform your academic writing.
Writing
Writing plays a central role in doctoral work and in educational scholarship, and consequently, it
is a critical component of this seminar. Writing is an important medium for exploring and
elucidating ideas, for trying out interpretations and arguments, for representing ideas, and for
communicating with others. During the semester we will explore what it means to utilize writing
as a method of inquiry, as a way of understanding something more deeply by writing your way
through it, or as a way of finding out something you did not know before you wrote it. Keep in
mind that the writing you do in the seminar is meant to expand, not replace, your writing style
and skills as you continue learning what it means to participate in a community of educational
scholars who have specialized discourses of which writing is an integral part (i.e., research,
publication, curriculum design, policy design, etc.).
Discussion
Because this is a seminar, your participation in discussions is essential not only for your own
learning but also the learning of others. Engaging thoughtfully and thoroughly with the readings,
coming to class with questions, insights, and critiques, and being open to the idea that alternative
perspectives help all of us grow in our own thinking are all crucial to making the seminar
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meaningful. You may find that some of the class readings and discussions challenge your views
and theoretical frameworks. In many instances you might question or openly disagree with a
perspective that I, one of your peers, or the author of a text articulates. These diverse perspectives
(and the diverse emotions that accompany those perspectives) are not only welcomed, they are
somewhat expected during class discussions. It is important for us to remember, however, that
practicing openness to these diverse perspectives allows each of us to grow in our own thinking
and scholarship.
ASSIGNMENTS & EXPECTATIONS:
Writing Groups
Each of us comes to the page with different strengths as a writer. Writing groups are a wonderful
way to improve your reading and writing skills as a scholar and writer by reading and providing
feedback on your colleagues’ work, as well as having them do the same for your work. I will ask
you to meet in your writing group several times in class throughout the semester, and you will
also have the choice to meet outside of class. Writing group expectations will be discussed further
in class.
Theorizing Lived Experiences Snapshots
In order to ground your educational curricular experiences within the broader assumptions of the
seminar (curriculum as social, political, historical, ethical, epistemological) you will write a series
of 5-6 “lived experience snapshots” throughout the semester about a particular experience (or
multiple experiences) that had a powerful effect on you during your education (not limited to
your ‘formal’ education). I’ll ask that you theorize these lived experiences by drawing on weekly
course readings/theories of interest.
The snapshots will help us connect the theoretical with the practical when thinking about some of
the issues related to curriculum and change. Additionally, sharing our lived experiences with
others can help us identify patterns in our own educational histories, as well as help us think
about how our cultural and historical locations constantly influence how we “read” or interpret
our own and others’ lived experiences. You will meet with your writing group during class to
read and comment on each other’s snapshot drafts and help each other situate these experiences
within the scholarly literature before you turn them in the following week. Keep in mind that
these lived experience snapshots are not intended to be final products; instead, they are works-inprogress that you will revisit and revise as you write your subjectivities into your final project.
Group-Lead Discussion
You will be responsible for planning and leading at least one discussion for one hour on the
readings for a particular seminar. Discussion questions and/or activities you plan should promote
greater understanding of the ideas presented by authors in the readings. Please plan something
that is designed to fit within the hour time period and connects directly to the assigned readings
so your classmates will have a chance to fully engage with the readings.
Scholarly Book Review and Book Talk
You will each choose one of the books listed to read and review by March 14th. You will turn in
a 1500-2000 word review of the book (and list some possible places you might submit it for
publication), as well as provide us a synopsis of your review in class. I suggest you read examples
of published reviews to help you better understand various scholars’ approaches to this kind of
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genre in academic journals. Your review should be clearly written, well organized and should
address the following elements:
Purpose and/or Research Questions
Theoretical/Conceptual Framework
Impact you think it could have on education and why
Personal reactions/critique
FINAL PROJECT:
Choose one of the following:
Option 1: Professional Journal Manuscript Draft
Research several academic journals in your field; choose two journals that you would like to
submit a manuscript to (you should have a “first tier” journal and you should have an alternative,
“second tier” journal, in case your manuscript is not accepted to your first choice). Following the
guidelines/call of your “first tier” journal, you will write a well prepared draft of a manuscript
(15-20 pages, references included, double-spaced, APA 6th edition--unless your journal calls for a
different style).
Option 2: Theoretical/Conceptual Paper
Taking up one (or more) of the theoretical perspectives we explore in class, write a theoretical
paper (15-20 pages, references included, double-spaced, 11-12 pt., APA 6th edition) on a topic of
interest within curriculum studies that will help you think more about your dissertation research.
The lived experiences snapshots might be helpful here to give you a starting place.
Option 3: Dictionary
Locate definitions of terms you don’t understand in the course readings and/or terms you know
you will want to call upon and cite in your work. Try to include definitions from other sources as
well as you come upon them in your reading, but the main focus of terms will come from the
course readings. Be sure to include the full citation of the source in which the definition appears
(APA 6th Ed), along with the page number so you can find it later. Include at least 20 terms.
Option 4: Proposed Idea of Your Own
Present me with an idea in a proposal and we can discuss it further.
COURSE GRADING:
Attendance & Preparation: 30%
Class Lead Discussion: 15%
Scholarly Book Review and Presentation: 15%
Final Project: 40%
COURSE READINGS:
Required Texts:
Taubman, P.M. (2009). Teaching by numbers: Deconstructing the discourse of standards and
accountability in education. New York and London: Routledge.
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Choice Book Titles (choose one to read and review by March 14, 2013):
Britzman, D.P. (2003). Practice makes practice: A critical study of learning to teach.
New York: Suny.
Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a
pedagogy for social justice. New York and London: Routldege.
Hankins, K.H. (2003). Teaching through the storm: A journal of hope. New York:
Teachers College Press.
Jones, S. (2006). Girls, social class, and literacy: What teachers can do to make a
difference. Portsmouth: Heinemann.
Kumashiro, K.K. (2009). Against common sense: Teaching and learning toward social
justice. New York and London: Routledge.
Roksa, J. (2011). Academically adrift: Limited learning on college campuses. Chicago,
IL: University of Chicago Press.
Sleeter, C. E. (2005). Un-standardizing curriculum: Multicultural teaching in the standardsbased classroom. New York: Teachers College Press.
Walker, E.N. (2012). Building mathematics learning communities: Improving outcomes
in urban high schools. New York: Teachers College Press.
Date
Week
One
Jan 17
Week
Two
Jan 24
Topics/Theoretical
Perspectives
*Introduction of
class/overview of syllabus
*Handouts
*Writing as a method of
inquiry
*Writing groups or writing
partners and expectations
*Sign up for group-lead
discussion
*Choice books sign up
*Ref-Works/Research needs
assessment
Curriculum as historical text
(Objectivism,
Cognitive/Behavioral
Theory)
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Readings
Assignments Due
(In-class) M. Greene (2008). “The poet,
the city, and curriculum”
Theoretical Paradigms (for this seminar)
What is curriculum theory?
Three-word workshop & writing as a
method of inquiry
Pinar, “Curriculum Theory Since 1950”
(from Sage Handbook of C&I, pp. 491503)
------From Curriculum Studies Reader:
*Bobbitt, “Scientific Method in
Curriculum-Making” (11-18)
*Kliebard, “The Rise of Scientific
Curriculum-Making and Its Aftermath”
(69-78)
*Eisner, “Educational Objectives—Help
or Hindrance” (109-115)
--Morris & Hamm, “Toward a Curriculum
Theory”
Hughes
Notes/questions from
reading for discussion
Writing Groups meet to
share introductory writing
pieces
5
Week
Three
Jan 31
Curriculum as political
(Critical Theory)
Week
Four
Feb 7
Curriculum as racialized,
classed, gendered, queer,
abled
(Feminist, queer, critical,
critical race theories)
Week
Five
Feb 14
Curriculum as racialized,
classed, gendered, queer,
abled
(Feminist, queer, critical,
critical race theories)
Week
Six
Feb 21
Curriculum as racialized,
classed, gendered, queer,
abled
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The Critical Middle School Reader
(CMSR):
McLaren, “Critical Pedagogy and the
Social Construction of Knowledge”
--*Darling-Hammond, “Securing the
Right to Learn: Policy and Practice for
Powerful Teaching and Learning” OR
*Greene, “Diversity and Inclusion:
Toward a Curriculum for Human
Beings”
--Flinders, Noddings, and Thornton
(1986), “The null curriculum: Its
theoretical basis and practical
implications” (from Curriculum Inquiry,
16:1)
Group-Lead Discussion
by:
Anyon, “Social Class and School
Knowledge” (The Critical Middle
School Reader, pp.419-437)
--Luke, “Documenting Reproduction and
Inequality: Revising Jean Anyon’s
‘Social Class and School Knowledge’”
--Vagle and Jones, “The Precarious
Nature of Social-Class Sensitivity in
Literacy: A Social, Autobiographic, and
Pedagogical Project”
*Gutstein, “Teaching and learning
mathematics for social justice in an
urban, Latino school” (CMSR, pp.439454)
OR Gutstein (2007) “And that’s just
how it starts: Teaching Mathematics and
developing student agency” (TCR)
--Parks (2010), “Explicit versus implicit
questioning: Inviting all children to
think mathematically” (TCR, 112[7],
1871-1896)
--Blackburn & Buckley, 2005—Queer
Inclusive LA (maybe)
C. Sleeter
G. Ladson-Billings
G. Gay
Snapshot #1 due
Hughes
Writing Groups meet for
feedback on snapshot #1
Group-Lead Discussion
by:
Writing Groups
Group-lead discussion by:
Writing Groups
Snapshot # 2 due
6
(Feminist, queer, critical,
critical race theories)
Week
Seven
Feb 28
Week
Eight
March 7
Week
Nine
March
14
Week
Ten
March
21
Curriculum as racialized,
classed, gendered, queer,
abled
VCU SPRING BREAK
NO CLASS MEETING
Present on choice books
Choice Book Presentations
(SOE Research Colloquium
March 15th—be there or be
square!)
Curriculum as
phenomenological and
embodied
Week
Twelve
April 4
Week
Thirteen
April 11
Curriculum as poststructural
and postmodern
(postmodern, poststructural,
deconstruction)
Curriculum as
Neoliberal/Neoconservative
Group-lead discussion by:
Writing Groups
Snapshot #3 (due here or
3/14)
(Feminist, queer, critical,
critical race theories)
VCU SPRING BREAK
NO CLASS MEETING
(Phenomenology,
Hermeneutic, Feminist
Phenomenology)
Week
Eleven
March
28
Kumashiro
Dennis Sumara & Brent Davis (CMSR)
M. Blackburn
Book Review Due
Snapshot #3
*M. van Manen (several options)
*M. Orner (2002). Working up our
appetites
*Jones & Hughes-Decatur (2012)
*Hughes-Decatur (2011). “Embodied
Literacies: Learning to first
acknowledge and then read the body in
education” (English Teaching: Critique
and Practice)
*Pinar, Reynolds, Slattery, & Taubman
(2008), “Understanding curriculum as
poststructuralist, deconstructed,
postmodern text” (pp.450-480)
*Klingner, Scanlon, & Pressley (2005).
“How to publish in scholarly journals”
(Ed Researcher).
Taubman, Teaching by Numbers
(Chapter 1-4)
Group-Lead Discussion
by:
Writing groups meet to
discuss final project ideas
Group-Lead Discussion
by:
Writing Groups Meet for
Snapshot #4
Snapshot #4 Due
Writing Groups
Curriculum as
Neoliberal/Neoconservative
Week
Research and Curriculum
Fourteen Theory
April 18
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Taubman, Teaching by Numbers
(Chapters 5-7/Conclusion)
Choice Readings (TBA)
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Final Project Proposals
Due
Snapshot #5
Writing Groups (final
projects)
Writing Groups (final
projects)
7
Week
Fifteen
April 25
Last
Class
May 2
Hughes at Gender &
Education Conference in
London (don’t hate)
Dinner at Dr. Hughes’ house
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FINAL PROJECTS DUE
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