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Competing visions: Symbolic politics...

Stewart, Julie Pearson.

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Competing visions: Symbolic politics in contemporary debates over integrated curriculum.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Competing visions: Symbolic politics in contemporary debates over integrated curriculum./
Author:	Stewart, Julie Pearson.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2000,
Description:	170 p.
Notes:	Source: Dissertations Abstracts International, Volume: 62-03, Section: A.
Contained By:	Dissertations Abstracts International62-03A.
Subject:	Curricula. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9968330
ISBN:	9780599730694

Competing visions: Symbolic politics in contemporary debates over integrated curriculum.
Stewart, Julie Pearson.

Competing visions: Symbolic politics in contemporary debates over integrated curriculum. - Ann Arbor : ProQuest Dissertations & Theses, 2000 - 170 p.

Source: Dissertations Abstracts International, Volume: 62-03, Section: A.

Thesis (Ed.D.)--Harvard University, 2000.

This dissertation describes and analyzes the competing visions of integrated curriculum among contemporary curriculum scholars Michael Apple, Theodore Sizer, and David Perkins. It uses these scholars' written works and interviews as data. Since the turn of the twentieth century, integrated curriculum advocates have argued that a curricular design that organizes and connects content to other subject areas, needed skills, or student experiences and interests will serve students, schools, and society better than a traditional curriculum that organizes content into discrete subjects. Scholars' varying positions on these issues, both historically and contemporaneously, derive from varying value positions. These debates thus involve not only what pedagogy better serves students, schools, and society but also what values better serve them. They are then political and symbolic conflicts over what constitutes the public good. Advocates of specific visions of integrated curriculum seek to legitimate, institutionalize, and reproduce one conception of this ideal over a range of others. These debates thus involve political conflict. Embedded within contemporary visions is the central progressive irony that was also part of earlier ones-that is, policies designed to support democracy often undermine it as well. This dissertation examines the written and spoken works of these scholars as social artifacts. These include transcribed interviews with each scholar as well as selected texts. These include, among others: Apple's quadrivium: Ideology and Curriculum, Education and Power, Teachers and Texts: A Political Economy of Class and Gender Relations in Education, and Official Knowledge: Democratic Education in a Conservative Age; Perkin's Knowledge as Design, Smart School: Better Thinking and Learning for Every Child, and Outsmarting IQ; and Sizer's Horace trilogy- Horace's Compromise: The Dilemma of the American High School, Horace's School: Redesigning The American High School, and Horace's Hope: What Works for the American High School. Using these curriculum writings, it asks: (1){A0}what each scholar means by the term "integrated curriculum"; (2){A0}how examination of curriculum as political symbol expands understanding of the debate over integrated curriculum and ultimately of the process of curriculum design; (3){A0}what vision of the good life each scholar hoped to create through his integrated curriculum.

ISBN: 9780599730694Subjects--Topical Terms:

3422445
Curricula.
Subjects--Index Terms:

Debates

Competing visions: Symbolic politics in contemporary debates over integrated curriculum.
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520 $a This dissertation describes and analyzes the competing visions of integrated curriculum among contemporary curriculum scholars Michael Apple, Theodore Sizer, and David Perkins. It uses these scholars' written works and interviews as data. Since the turn of the twentieth century, integrated curriculum advocates have argued that a curricular design that organizes and connects content to other subject areas, needed skills, or student experiences and interests will serve students, schools, and society better than a traditional curriculum that organizes content into discrete subjects. Scholars' varying positions on these issues, both historically and contemporaneously, derive from varying value positions. These debates thus involve not only what pedagogy better serves students, schools, and society but also what values better serve them. They are then political and symbolic conflicts over what constitutes the public good. Advocates of specific visions of integrated curriculum seek to legitimate, institutionalize, and reproduce one conception of this ideal over a range of others. These debates thus involve political conflict. Embedded within contemporary visions is the central progressive irony that was also part of earlier ones-that is, policies designed to support democracy often undermine it as well. This dissertation examines the written and spoken works of these scholars as social artifacts. These include transcribed interviews with each scholar as well as selected texts. These include, among others: Apple's quadrivium: Ideology and Curriculum, Education and Power, Teachers and Texts: A Political Economy of Class and Gender Relations in Education, and Official Knowledge: Democratic Education in a Conservative Age; Perkin's Knowledge as Design, Smart School: Better Thinking and Learning for Every Child, and Outsmarting IQ; and Sizer's Horace trilogy- Horace's Compromise: The Dilemma of the American High School, Horace's School: Redesigning The American High School, and Horace's Hope: What Works for the American High School. Using these curriculum writings, it asks: (1){A0}what each scholar means by the term "integrated curriculum"; (2){A0}how examination of curriculum as political symbol expands understanding of the debate over integrated curriculum and ultimately of the process of curriculum design; (3){A0}what vision of the good life each scholar hoped to create through his integrated curriculum.
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