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Curriculum Studies Guidebooks

Volume 1- Concepts and Theoretical Frameworks


Marla B. Morris

Curriculum Studies Guidebooks treat the (Post)reconceptualization of curriculum studies. The huge corpus of literature reviewed in this volume reflect current issues and discussions dealing with education. This volume is about the intersections among curriculum studies, history, politics, multiculturalism, gender studies and literary studies. These theoretical frameworks will provide students in the field of education with the tools that they need to theorize around the concept of curriculum. This is an interdisciplinary book and might be of interest to students outside the field of education as well who are studying history, politics, multiculturalism, gender and literary studies. It could be used in such courses as curriculum studies; social foundations of education; philosophy of education; critical and contemporary issues in education; the history of American curriculum; the history of American education; and narrative inquiry in education. Outside the field of education, this book might be of interest to students in courses on women's and gender studies, courses in political science, multicultural courses, and courses in literary criticism.


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Chapter 3. Historical Curriculum Concepts, Part 2


· 3 · hiSTOriCAL CurriCuLum CONCEpTS, pArT 2 Introduction The aim of this chapter is to examine the concept of gender in the con- text of the erasure of women from traditional historiographies. John Dewey and debates around the Progressive movement will be explored. Progressive women educators will be discussed against the backdrop of their interests in politics and the arts. Here, too, I will engage in a discussion of the importance of race, class, and gender in the context of Progressive education. Gender and Redemption Like issues of race, gender issues in the context of schooling are disturbing. In this section I want to talk about general ideas related to gender, redemption, and the common school. Recall that William Reese (2000) wrote about the notion of “contamination” (p. 20) and the way in which wealthy parents did not want to send their children to public schools because they feared the poor. The poor were treated as if they were contaminated. I suggested that the issue of race in the previous chapter be treated alongside class—as nonwhites had been treated historically as if they were contaminated as well. And so, too, 78 curriculum studies guidebooks women have historically been treated in public schools and universities, as if they were contaminated. So in this section of this chapter I want to raise some general questions about issues that turn on gender in the context of school. Later I will discuss in more detail women’s contributions to Progressive education through examin- ing both...

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