Chapter 4 Summary
Marcy, Joanna, Tanesha, and the other voices that have contributed to this chapter
have clearly come to understand that over the years, the definitions of curriculum,
although varied, have centered on what takes place: experiences and learning
opportunities in school or under the supervision of teachers. However, more
recently, curriculum scholars are arguing that curriculum is knowledge that
inscribes rules and standards. These rules and standards are used to develop ways
of thinking and notions of truth that are used to view the world.
Two types of curriculum operate in school: the overt and the hidden curriculum.
The overt curriculum is the visible or public curriculum. It is what is presented,
for example, in lesson plans and textbooks. The hidden curriculum is the
attitudes and behaviors that students learn in schools, which may not be directly
intended or anticipated by the teacher. Both curricula have a very powerful influence
on students.
In schools a major location for the enactment of power is in the curriculum.
One expression of this power is seen in the “what knowledge” debate. This debate
often contested whether the sciences or social sciences were more important for
students to know. Another expression of this power is seen in the “whose knowledge”
debate, or the canon debate. This debate is usually over an inclusive curriculum,
as opposed to token representation in the curriculum of non-Western
literary works and works by people of color and women.
Curriculum is usually organized to influence one of four levels: societal,
institutional, instructional, and ideological. In planning and writing curriculum, the
emphasis is usually on one or more of the following areas: students, teachers,
curriculum, and milieu. Schwab refers to these locations as “commonplaces.”
Teachers writing curriculum and textbook publishers usually take into account
scope, continuity, sequence, and integration. The scope is the breadth or range
of concepts and topics; continuity is providing students with many and varied
opportunities to learn what is being taught; sequence allows students to build on
previous lessons and take the skills and concepts they have learned to a greater
depth; and integration of curriculum is bringing together all of the concepts,
skills, and values that a teacher is teaching so that they may mutually reinforce
one another.
Finally, teacher educators have deemed it important to place teacher candidates
in school settings, such as professional development schools (PDSs), where
they will have numerous opportunities to develop curriculum collaboratively with
students and teachers and to see the curriculum put into practice. Also, by working
in PDSs teacher candidates have the opportunity to see firsthand the enactment
of power expressed through the many ways curriculum is organized and
taught to the different students within the school.