Volume 1- Concepts and Theoretical Frameworks
Chapter 4. Historical Curriculum Concepts, Part 3
· 4 · hiSTOriCAL CurriCuLum CONCEpTS, pArT 3 Introduction The aim of this chapter is to broaden what counts as curriculum historiogra- phy. This chapter moves beyond educational history, which is primarily about the schoolhouse. Here I want to explore biography as history of the Other, autobiography as history of the self. I examine texts that deal with what fiction teaches us about history. I unpack what I call “intellectual retrospectives” of notable books on curriculum. I explore notable books on teaching practices. Finally, I look at historical trauma and examine the concept of “witnessing” and its relevance to curriculum. Hilda Taba, Laura Zirbes, Florence B. Stratemeyer, and Alice Miel: Biography as Memory So here I begin with what I call biography as memory. I suggest students con- sult in its entirety the book upon which I draw, titled Teachers and Mentors: Profiles of Distinguished Twentieth-Century Professors of Education, edited by Craig Kridel, Robert V. Bullough Jr., and Paul Shaker (1996). I highlight four women who are discussed in the book: Hilda Taba, Laura Zirbes, Florence B. 156 curriculum studies guidebooks Stratemeyer, and Alice Miel. What I want to do is to share with you some memories that people had of these scholars. Kridel et al. have put together an interesting and important book that captures memories of “mentors” and suggest that mentoring is “fragile and somewhat sacred” (p. 3). Mentorship is often an overlooked art of working with students. Mentorship for Kridel, Bullough, and Shaker is a historical phenomenon not often...
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