Powers of Curriculum: Sociological

Aspects of Education 2nd Edition Brad

Gobby
Visit to download the full and correct content document:
https://ebookmass.com/product/powers-of-curriculum-sociological-aspects-of-educati
on-2nd-edition-brad-gobby/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Essentials of Patient Education 2nd Edition, (Ebook

PDF)

https://ebookmass.com/product/essentials-of-patient-
education-2nd-edition-ebook-pdf/

Business Aspects of Optometry 3rd Edition

https://ebookmass.com/product/business-aspects-of-optometry-3rd-
edition/

The Essentials of Teaching Physical Education:

Curriculum, Instruction, and Assessment- 1st Edition
-2016, Ebook PDF Version

https://ebookmass.com/product/the-essentials-of-teaching-
physical-education-curriculum-instruction-and-assessment-1st-
edition-2016-ebook-pdf-version/

The Essentials of Teaching Health Education:

Curriculum, Instruction, and Assessment- 1st Edition
-2016, Ebook PDF Version

https://ebookmass.com/product/the-essentials-of-teaching-health-
education-curriculum-instruction-and-assessment-1st-
edition-2016-ebook-pdf-version/
Ethical Dimensions of Commercial and DIY
Neurotechnologies Imre Brad

https://ebookmass.com/product/ethical-dimensions-of-commercial-
and-diy-neurotechnologies-imre-brad/

Curriculum: From Theory to Practice 2nd Edition

https://ebookmass.com/product/curriculum-from-theory-to-
practice-2nd-edition/

Curriculum Development and Evaluation in Nursing

Education Paperback u2013

https://ebookmass.com/product/curriculum-development-and-
evaluation-in-nursing-education-paperback/

Schools and Society: A Sociological Approach to

Education (NULL) 6th Edition, (Ebook PDF)

https://ebookmass.com/product/schools-and-society-a-sociological-
approach-to-education-null-6th-edition-ebook-pdf/

Infants, Toddlers, and Caregivers: A Curriculum of

Respectful, Responsive, Relationship Based Care and
Education 10th Edition, (Ebook PDF)

https://ebookmass.com/product/infants-toddlers-and-caregivers-a-
curriculum-of-respectful-responsive-relationship-based-care-and-
education-10th-edition-ebook-pdf/
Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship, and education by
publishing worldwide. Oxford is a registered trademark of Oxford University Press in the UK
and in certain other countries.

Published in Australia by
Oxford University Press
Level 8, 737 Bourke Street, Docklands, Victoria 3008, Australia.

© Brad Gobby and Rebecca Walker 2022

The moral rights of the authors have been asserted

First published 2017

Second edition published 2022

All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted, in any form or by any means, without the prior permission in
writing of Oxford University Press, or as expressly permitted by law, by licence, or under
terms agreed with the reprographics rights organisation. Enquiries concerning
reproduction outside the scope of the above should be sent to the Rights Department,
Oxford University Press, at the address above.

You must not circulate this work in any other form and you must impose this same
condition on any acquirer.

ISBN 9780190333843

Reproduction and communication for educational purposes

The Australian Copyright Act 1968 (the Act) allows educational institutions
that are covered by remuneration arrangements with Copyright Agency to
reproduce and communicate certain material for educational purposes.
For more information, see copyright.com.au.

Edited by Adrienne de Kretser, Righting Writing

Typeset by Newgen KnowledgeWorks Pvt. Ltd., Chennai, India
Indexed by Puddingburn Publishing Services Pty. Ltd.
Printed in China by Golden Cup Printing Co., Ltd.
Disclaimer
Aboriginal and Torres Strait Islander peoples are advised that this publication may include
images or names of people now deceased.

Links to third party websites are provided by Oxford in good faith and for information
only.
Oxford disclaims any responsibility for the materials contained in any third party
website referenced in this work.
 CONTENTS
Preface
About the Editors
About the Contributors
Acknowledgments

PART I » INTRODUCING CURRICULUM

1 What is Curriculum?
BRAD GOBBY

Introduction
Power and education
What is curriculum?
Educators thinking big
Conclusion

2 Using Theory to Think Critically about Education

BRAD GOBBY AND SAUL KARNOVSKY

Introduction
Why theory?
Post-structuralist and critical perspectives
Critical pedagogies
Conclusion
3 A History of Schooling and the Making of
Children
BRAD GOBBY AND ZSUZSA MILLEI

Introduction
A brief history of schooling: Three perspectives
Childhood and its regulation through schooling
The practices of regulating and forming young citizens
Conclusion

4 Exploring and Embracing Learner Diversity

through a Sociological Lens
CHRISTINA GOWLETT AND RICHARD NIESCHE

Introduction
Knowing you and your learners
The politics of schooling and inequality
Social class
Socio-economic status and poverty
Gender
Sexuality
Race and ethnicity
Social justice and equity
Conclusion

5 Educators’ Philosophies: Encountering and

Weaving Images
STEFANIA GIAMMINUTI

Introduction
 Expectations of curriculum
Images of childhood
Images of educators: The dictatorship of no alternatives
An ethic of resistance
Images of learning settings
Conclusion

PART II » UNPACKING CURRICULUM ISSUES

6 Neoliberalism, Education and Curriculum

GLENN C. SAVAGE

Introduction
Historical perspectives: The emergence of neoliberalism
Neoliberalism as a form of governance: Key characteristics
Neoliberalism, education and curriculum
The future of neoliberalism (and why thinking about it is
important)
Conclusion

7 The Education System and Social Class: A

Shifting Relationship
JOEL WINDLE

Introduction
Social status and education
The establishment of Australia’s education system
Disadvantage and advantage in 21st-century Australian
schooling
 Shifts in education policies and practices
Inequality and the curriculum
Conclusion

8 The Trap of Binary Thinking: Problematising

Gender and Social Disadvantage
JANE PEARCE

Introduction
Binary thinking
Binary thinking and gender
False dichotomies and norms
Gender and the curriculum
Disadvantage and education
Conclusion

9 Understanding the Techniques of Colonialism:

Indigenous Educational Justice
SOPHIE RUDOLPH AND LILLY BROWN

Introduction
Historical and policy context
Understanding the historical legacies of colonisation
Mapping the colonial (and neoliberal) techniques of
exclusion
De-colonial and anti-colonial approaches
Conclusion

10 Rethinking Australia’s Cultural Diversity

 AMANDA KEDDIE

Introduction
Australia’s multicultural policy
Realising a culturally inclusive agenda through education
Conclusion

11 Psychology, Psychiatry and Neuroscience in

Education
ZSUZSA MILLEI AND EVA BENDIX PETERSEN

Introduction
Psychological knowledge in our everyday life
Developmental psychology in education
Special education
Education and neuroscience
Conclusion

12 Child and Youth Identity Formation: Consumerism

and Popular Culture
KELLI MCGRAW

Introduction
Culture and identity
The influence of popular culture
Fashion: What’s hot and what’s not
Fashion and popularity: A film study
Whose popular culture?
Youth popular culture
Digital and participatory culture
 Popular culture in learning contexts
Conclusion

PART III » CREATING AND ENACTING

CURRICULUM

13 Critically Reflective Practice: What Is It and Why Is

It Needed Now?
BARRY DOWN

Introduction
Two personal anecdotes
Why is CRP needed now?
What makes the thinking ‘critical’?
How does CRP work?
Conclusion

14 The Virtual Schoolbag and Pedagogies of

Engagement
GLENDA MCGREGOR AND MARTIN MILLS

Introduction
Schooling disengagement
Engagement through pedagogy
Engagement through curriculum
Conclusion

15 Environment as Curriculum
JANE MEREWETHER
 Introduction
Environments as zones of entanglement
Theoretical perspectives
Characteristics of educational environments
Environments for democracy
Organising space, materials and time
Conclusion

16 Digital Technologies, Schooling and Children’s

Rights
TIFFANI APPS AND REBECCA WALKER

Introduction
Digital technologies and schooling
Children’s and young people’s digital rights
A digital rights approach to examining school practices
A digital rights approach in the classroom
Conclusion

17 Datafication and Assessment

REBECCA WALKER AND BRAD GOBBY

Introduction
Assessment in context
Educators making a difference through assessment
Conclusion

18 Planning the Curriculum

REBECCA WALKER AND MADELEINE DOBSON
 Introduction
Planning
Planning and the official curriculum
Agency in planning
Rights-based education
Enacting curriculum through learner-centred approaches
Conclusion
Glossary
Index
PREFACE
To meet the needs of learners in an increasingly complex and demanding
world, educators must be equipped with knowledge not just of the methods of
teaching and planning curriculum, but also of how social, cultural and political
powers shape education, curriculum and the lives of learners and educators.
This book explores this bigger picture of education and curriculum, and how it
intersects with issues surrounding the content, planning, enactment and
experience of curriculum. Our aim is to equip educators with ideas, concepts,
theories and perspectives to transform education so they can make a positive
difference to the lives of children and young people in the early childhood,
primary and secondary phases of education.
We do this not by offering ‘models’ of what to think and what to do,
because models and checklists of methods and strategies cannot adequately
respond to the specific, complex and dynamic circumstances of education and
learning. Our approach is to treat educators and pre-service educators as
intellectual workers rather than technicians delivering somebody else’s plans
and ideas. The ideas, concepts, theories and perspectives of this book help
readers observe, decipher and interpret education and the wider world, which
might mean thinking against the grain of established ideas and practices. Our
goal is to support readers to rise to the challenge of educating today’s children
and young people in systems of education that need transforming.
The text is organised into three Parts: Introducing Curriculum; Unpacking
Curriculum Issues; and Creating and Enacting Curriculum. Part I (Chapters
1–5) introduces the notion of curriculum and how we should understand it in
relation to society, culture, politics, the lives of learners and the role of formal
education and educators. Part II (Chapters 6–12) introduces important issues
when thinking about formal education and the creation and enactment of
curriculum. Part III (Chapters 13–18) explores the practical dimension to your
reading and learning about curriculum. The authors of the chapters encourage
you to reflect on your opinions and experiences, and to explore ideas and
concepts to open education to new thoughts and practices.
 In this second edition, we have updated the research used in the chapters,
revised theory in action cases and activities, and included a chapter on the use
of educational technologies, which raises issues around child rights and child
agency. The previous chapter on learner diversity has been added to Part I and
expanded. In doing so, we recognise that how educators think about learners is
a key driver of their practices, and therefore we need to reflect on our
assumptions about learners, especially given the growth of learner diversities.
Authors have also responded to recent world events and educational
developments, with references to the climate crisis, the COVID-19 pandemic
and the datafication of education.
As with the previous edition, this book uses several features to support your
comprehension of and engagement with the ideas being explored. These
features include:

• Ask yourself
Often, the best place to begin your learning is with your own experiences.
The ‘Ask yourself ’ questions encourage you to use your knowledge,
thoughts and experiences to reflect on your reading. You are encouraged
to think about how these shape your views of education and the world,
and how education, society, culture and politics shape your views and
experiences.
• Theory in action
Thoughts are tied to our practice, or what we say and do, and how we
organise activities such as teaching and learning. The ‘Theory in action’
feature encourages you to think about how the ideas you are reading
about surface in people’s experiences and can be applied to educational
contexts. Some of these require reading and investigating documents, and
others are descriptions of experiences, scenarios or cases. The ‘Theory in
action’ questions encourage you to use the concepts, ideas and
perspectives explored in the book.
• Questions and activities
The questions and activities posed at the end of each chapter encourage
you to apply, explore and extend the key ideas, concepts and practices
 presented. There is a range of different activities, which include further
reading, discussing with peers, and reflection.
• Key further readings and resources
There is a list of useful readings and resources at the end of each chapter
that will assist you in developing and extending your understanding of
the ideas contained in the chapter.
• Glossary
There is a glossary of key terms and their definitions at the end of this
book.
We hope you find this book engaging, thought-provoking and useful.

BRAD GOBBY AND REBECCA WALKER

EDITORS
ABOUT THE EDITORS
Brad Gobby
Dr Brad Gobby is a Senior Lecturer in the School of Education at Curtin
University, Australia. He researches and teaches in the areas of education
policy, school reform and curriculum. Brad is a chief investigator of the
Australian Research Council-funded project, School autonomy and social
justice in Australian schools. His research into school autonomy, governance
and the Independent Public Schools initiative has been published in
international peer-reviewed journals and edited books.

Rebecca Walker
Dr Rebecca Walker is an Associate Professor in the School of Education at
Curtin University, Australia. She has had extensive teaching experience in both
metropolitan and rural areas of Western Australia and overseas. Her research
interests include online initial teacher education, work-integrated learning,
assessment and social justice in education. She is keenly involved in initial
teacher education accreditation and activities to promote needs-based
approaches to education. Rebecca’s research in learning and teaching has been
published in a range of peer-reviewed journals.
ABOUT THE CONTRIBUTORS
Tiffani Apps
Dr Tiffani Apps is a Lecturer in the School of Education at the University of
Wollongong, Australia. Tiffani has a teaching background in primary schools
and a keen interest in the role of digital technologies in education and society.
Her research draws on sociological theory to understand children’s digital
practices in everyday and formal learning contexts. Tiffani is currently
exploring the impact of digital tools and data on teaching and learning. Her
research is published in a range of international peer-reviewed journals and
edited books.

Lilly Brown
Lilly Brown is an educator and researcher at the University of Melbourne,
Australia. Throughout her work with Aboriginal and Torres Strait Islander
young people across secondary and higher education, Lilly has maintained a
focus on the relationship between knowledge and power, and the potential of
education to effect positive social change. As a former Charlie Perkins Scholar
she completed an MPhil in Politics, Development and Democratic Education
at the University of Cambridge, UK. Lilly belongs to the Gumbaynggirr
people of the mid-north coast of New South Wales and has strong cultural and
familial connections to the UK.

Madeleine Dobson
Dr Madeleine Dobson is a Senior Lecturer in Early Childhood Education and
Care at Curtin University, Australia. Her teaching and research focus on social
justice and children’s rights, with current research projects examining the
conceptualisation of children and how educators can create and sustain caring
and trauma-informed educational contexts across early childhood, primary,
secondary and higher education.

Barry Down
Barry Down is Adjunct Professor at the University of South Australia. His
research focuses on young people’s lives in the context of shifts in the global
economy, employment, poverty and disengagement. He has co-authored a
number of books including: Critically engaged learning: Connecting to young
lives (Peter Lang, 2008); Activist and socially critical school and community
renewal: Social justice in exploitative times (Sense Publishers, 2009); ‘Hanging
in with kids’ in tough times: Engagement in contexts of educational
disadvantage in the relational school (Peter Lang, 2010); The socially just
school: Making space for youth to speak back (Springer, 2014); Early career
teacher resilience: A socio-cultural and critical guide to action (Routledge,
2015); Rethinking school-to-work transitions: Young people have something
to say (Springer, 2018); and Youth participatory arts, learning and social
transformation: The story of BIG hART—people, place and culture (Brill,
2021). With John Smyth, he co-edited Critical voices in teacher education:
Teaching for social justice in conservative times (Springer, 2012); and with
Shirley Steinberg he co-edited The Sage handbook of critical pedagogies (Vols
1–3) (Sage, 2020).

Stefania Giamminuti
Dr Stefania Giamminuti is a Senior Lecturer in Early Childhood Education at
Curtin University, Australia. She was awarded her PhD with Distinction at the
University of Western Australia in 2010. She is the recipient of the 2010 Early
Career Award of the Western Australian Institute for Educational Research,
and a recipient of the Early Childhood Australia Doctoral Thesis Award for
2010. Stefania’s background as a bilingual Italian/Australian early childhood
teacher informs her stance on research. She uses an aesthetic lens to contest
dominant cultural constructs of quality in early childhood education and care,
investigate dialogues between the Reggio Emilia educational project and
international early years contexts, and engage with the ethical and political
debates on professionalism of early childhood educators. Stefania is currently
leading a research project (in collaboration with Reggio Children and with the
Municipal Infant-Toddler Centres and Preschools, Istituzione of the
Municipality of Reggio Emilia) investigating the role of pedagogistas and
teacher professionalism in the educational project of Reggio Emilia.

Christina Gowlett
Dr Christina Gowlett is a Lecturer in the School of Education at the
University of Queensland, and was previously a McKenzie Post-doctoral
Research Fellow at the University of Melbourne, Australia. She is also an
experienced secondary school teacher. Christina’s research interests include
educational policy, school leadership, curriculum change and schooling
inequalities. Her work is broadly informed by post-structural theory, especially
the work of Judith Butler. Christina is Convenor of the Sociology of Education
Special Interest Group within the Australian Association for Research in
Education. She is also Coordinator of the Humanities and Social Sciences
Curriculum Foundation course in the School of Education at the University of
Queensland, and Chief Examiner within the school. Her latest publication is a
co-edited book with Mary Lou Rasmussen, entitled The cultural politics of
queer theory in education research (Routledge, 2016).

Saul Karnovsky
Dr Saul Karnovsky is a Lecturer at Curtin University, Australia. He is an
experienced pre-service teacher educator and early career researcher,
specialising in the fields of pedagogy, curriculum and instruction and
professional practice. Saul’s research explores pre-service teacher emotions in
learning to teach. He draws upon post-structural theory to examine how
emotions emerge within the modern neoliberal contexts of schooling from the
historical, social and political processes in which they are enacted. Saul
embraces an alternative ontological space, seeking to engage deeply with new
ideas and different theoretical perspectives of education.

Amanda Keddie
Amanda Keddie is Professor of Education at Deakin University, Australia. Her
research examines the processes, practices and conditions that can impact on
the pursuit of social justice in education settings. Amanda’s qualitative research
has been based within the Australian, English and American schooling contexts
and is strongly informed by feminist theory. She has recently published
Autonomy, accountability and social justice (Routledge, 2019) with Martin
Mills and Supporting and educating young Muslim women (Routledge, 2017).

Kelli McGraw
Dr Kelli McGraw is a Lecturer in the Faculty of Creative Industries, Education
and Social Justice at Queensland University of Technology, Australia. She
currently teaches secondary English curriculum studies, and previously taught
secondary school English and debating in south-west Sydney. Kelli researches
in the fields of secondary school curriculum, inquiry learning, digital
pedagogies and popular culture. Her present research is focused on the use of
project-based learning in secondary English, and on senior secondary
curriculum change. She is Editor of the scholarly journal English in Australia.

Glenda McGregor
Dr Glenda McGregor is Director of the Master of Teaching (Secondary) in the
School of Education and Professional Studies at Griffith University, Australia.
She teaches in the areas of sociology of education and history curriculum. Her
research interests include democratic schooling and curricular and pedagogical
reform. Glenda is currently the Chief Investigator on an Australian Research
Council project, ‘Supporting teachers and teaching in flexible and non-
traditional schools’. She is co-author of Re-imagining schooling for education:
Socially just alternatives (Palgrave Macmillan, 2017).

Jane Merewether
Dr Jane Merewether is a post-doctoral fellow in the School of Education at
Edith Cowan University, Australia. Before turning her sights to tertiary
education, she spent many years as an early childhood teacher. Jane’s research
and teaching interests include the educational project of Reggio Emilia,
strengthening relationships between research and practice, early childhood
educational settings as places of research, and listening to children in research
and pedagogy. Jane is also interested in the role of the non-human
environment in educational settings.

Zsuzsa Millei
Dr Zsuzsa Millei is Professor of Early Childhood Education at the University
of Tampere, Finland. She is interested in early childhood education as bio-
political practice, the preschool as a political and intergenerational space,
childhood as a political form of being, and children as political actors with
rights. Her current studies explore the various ways childhoods and nation are
intertwined and how children learn to belong to the nation, (post)socialist
childhoods and schooling through autoethnography and collective biography,
and the operation of psy-knowledges in education. Zsuzsa has published
widely in international peer-reviewed journals and books, and is co-editor of
Interrupting the psy-disciplines in education (Palgrave Macmillan, 2016),
Childhood and nation: Interdisciplinary engagements (Palgrave Macmillan,
2015) and Childhood and schooling in (post)socialist societies: Memories of
everyday life (Palgrave Macmillan, 2018).

Martin Mills
Martin Mills is Professor of Education in the School of Teacher Education and
Leadership, Queensland University of Technology, Australia. He holds an
Emeritus Professorship at the Institute of Education, UCL, where he was the
inaugural Director of the Centre for Teachers and Teaching Research. His
research interests include social justice and education, alternative schooling,
teacher education and gender and education.

Richard Niesche
Richard Niesche is Associate Professor in the School of Education at the
University of New South Wales, Australia. His research interests include
educational leadership, the principalship and social justice. His particular
research focus is to use critical perspectives in educational leadership to
examine the work of school principals in disadvantaged schools and how they
can work towards achieving more socially just outcomes. He has published his
research in a number of books and peer-reviewed journals, and is the founding
co-editor of the ‘Educational Leadership Theory’ book series with Springer. His
recent books include Social, critical and political theories for educational
leadership (Springer, 2019, co-authored with Christina Gowlett), Theorising
identity and subjectivity in educational leadership research (Routledge, 2020,
co-edited with Amanda Heffernan) and Understanding educational leadership:
Critical perspectives and approaches (Bloomsbury, 2021, co-edited with Steve
J. Courtney, Helen M. Gunter and Tina Trujillo).

Jane Pearce
Dr Jane Pearce is a former Associate Dean in the School of Education at
Murdoch University, Australia. Jane began her teaching career as a secondary
school teacher and adult literacy tutor in northern England. There, she began
to recognise how schooling practices can work to marginalise and exclude
particular groups of students. This understanding fundamentally shaped her
later career as a teacher educator, working with undergraduate and
postgraduate students in the areas of English and literacy teaching, sociology of
education, and critical pedagogy. Most recently, her research has focused on
teachers’ experiences of working with gender- and sexuality-diverse students in
secondary schools. Jane is the co-author of Promoting early career teacher
resilience: A socio-cultural and critical guide to action (Routledge, 2015), Early
career teachers: Stories of resilience (Springer, 2015) and ‘English classrooms
and curricular justice for the recognition of LGBT individuals’ (Australian
Journal of Teacher Education, 2017).

Eva Bendix Petersen

Eva Bendix Petersen is Professor in the Department of People and Technology
at Roskilde University, Denmark. Her interests include the formation of
subjects and subjectivities in educational contexts, and how this is traversed by
psy-disciplinary knowledges and neoliberal governmental rationalities. She is
the co-editor, with Zsuzsa Millei, of Interrupting the psy-disciplines in
education (Palgrave Macmillan, 2016) and of Education policy and
contemporary theory, with Kalervo N. Gulson and Matthew Clarke
(Routledge, 2015).

Sophie Rudolph
Dr Sophie Rudolph is a Senior Lecturer in the Melbourne Graduate School of
Education at the University of Melbourne, Australia. As a non-Indigenous
Australian, she has had a long-standing interest in exploring issues of social
justice, diversity and equity in education and, in particular, the impact of
colonial history on present-day inequalities in Australia. These interests frame
her teaching and research practices. Sophie’s research includes sociological and
historical examinations of education, and she investigates issues of curriculum,
pedagogy and politics in education policy and practice. Her work is informed
by critical and post-structuralist theories and aims to offer opportunities for
working towards social change.

Glenn C. Savage
Glenn C. Savage is an Associate Professor in the Graduate School of Education
at the University of Western Australia. He is a policy sociologist with expertise
in schooling reform, federalism and policy mobilities. His most recent book is
The quest for revolution in Australian schooling policy (Routledge, 2021).

Joel Windle
Joel Windle teaches at the University of South Australia and is affiliated with
the Postgraduate Program in Language Studies at Fluminense Federal
University, Brazil. He coordinates the Centre for Critical Studies in Language,
Education and Society, where his research focuses on the political and
sociological dimensions of diversity in schooling. Recent publications include
Making sense of school choice (Palgrave Macmillan, 2015), which was
awarded the Stephen Crook Prize for best book in Australian sociology.
ACKNOWLEDGMENTS
We thank the chapter authors for sharing our vision for this text: Tiffani Apps,
Lilly Brown, Madeleine Dobson, Barry Down, Stefania Giamminuti, Christina
Gowlett, Saul Karnovsky, Amanda Keddie, Kelli McGraw, Glenda McGregor,
Jane Merewether, Zsuzsa Millei, Martin Mills, Richard Niesche, Jane Pearce,
Eva Bendix Petersen, Sophie Rudolph, Glenn C. Savage and Joel Windle. We
value and are humbled by your expert contributions and ongoing
commitment. We also thank Oxford University Press and Senior Publisher
Geraldine Corridon, whose enthusiastic, positive and unwavering support
brought this second edition to fruition. Finally, many thanks go to our
families, friends and colleagues for their encouragement.

BRAD GOBBY AND REBECCA WALKER

EDITORS
The author and the publisher wish to thank the following copyright holders for
reproduction of their material.
For Text Extracts: Annette Street, p. 283; Henry Giroux, p. 278; Jane
Merewether, p. 105; Joel Windle, p. 151; Jonathan Kozol, p. 278; Palgrave
Macmillan and Springer Nature, p. 296, 298; Taylor and Francis, p. 77, 205,
206; Zsuzsanna Millei, p. 51.
Every effort has been made to trace the original source of copyright
material contained in this book. The publisher will be pleased to hear from
copyright holders to rectify any errors or omissions.
 PART I
INTRODUCING
CURRICULUM
» Chapter 1 What is Curriculum?
» Chapter 2 Using Theory to Think Critically about Education
» Chapter 3 A History of Schooling and the Making of Children
» Chapter 4 Exploring and Embracing Learner Diversity through a
Sociological Lens
» Chapter 5 Educators’ Philosophies: Encountering and Weaving
Images

Part I introduces some key ideas and concepts about curriculum

for you to work with as you read this book. It seeks to free the
potential of the term ‘curriculum’ from its common-sense
definition as merely the content and plan of content taught to
learners. It explores curriculum’s relationship to our social and
educational history, to how we think about learners, and to the
thoughts and actions of educators.
Chapter 1 argues that curriculum encompasses the lived
experiences of learners in learning settings, and therefore
curriculum studies are concerned not just with the official
curriculum but with the array of social, cultural and political
forces that shape education systems, learners and educators.
Chapter 2 introduces theory and some key perspectives and
concepts used by the authors throughout this book. Within this
theoretical frame, the ideas that are discussed aim to open new
lines of thought, visibility and action through which you can
interpret, participate in and contribute to education.
Following this, we explore historical forces that shape
education. If the past is the resource for the future, then
comprehending what we have inherited from the past is crucial to
understanding how and why we organise education and learners’
experiences as we do. Chapter 3 explains how ‘the child’ has
historically been construed and treated within formal education.
As the learner should arguably be the centre of our decision-
making in education, Chapter 4 explores the notion of the
learner, and how thinking sociologically can productively
influence how we think about and organise the teaching of
children and young people.
Chapter 5 brings us to the crucial role of the educator.
Educators are curriculum workers, and what they think and do
matters. Educators make hundreds of decisions every day, and
these decisions impact on the experiences of learners. As you read
this book, we encourage you to think about your emerging
philosophy as an educator, and how your ideas and practices will
shape what comes to matter in your classroom and learning
centre.
We hope this section encourages you to critically interrogate
how the institution of schooling, including curriculum, is shaped
by powers beyond the learning setting. The ideas and concepts in
Part I might not be easily grasped at first reading, but you don’t
need to immediately understand everything you read. Perhaps,
while reading chapters in this book, you can follow this advice:
keep your mind open, experiment with thinking, respect that
which initially escapes your grasp, and embrace the potential of
concepts and ideas to transform you and the world.
1
WHAT IS
CURRICULUM?
BRAD GOBBY

Why did you choose to become an educator? How

has your experience of schooling influenced your
view of learning and schooling and the kind of
educator you will become?

Introduction
The Latin origin of the word ‘curriculum’ refers to ‘the course of a
race’ or ‘track’, which is derived from the Latin word currere,
meaning ‘to run’. Adopted and used in an educational sense from
the 1500s, ‘curriculum’ commonly refers to a formalised course of
study or plan of learning. This chapter expands upon this
commonplace understanding of curriculum as a plan of learning
or syllabus of content to be taught to learners. It outlines
different uses of the term in the field of education, although those
described do not make up a comprehensive list of its meanings
and uses. The chapter encourages you to think about the
 relationships between education, curriculum and power. It begins
with two stories to provoke your thinking about curriculum and
education.

KEY TERMS
» culture
» emergent curriculum
» enacted curriculum
» formal education
» funds of identity
» funds of knowledge
» hidden curriculum
» institutions
» intended curriculum
» lived curriculum
» null curriculum
» pedagogy
» politics
» power
» society

Power and education

Another random document with
no related content on Scribd:
 1.E.5. Do not copy, display, perform, distribute or redistribute
this electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1
with active links or immediate access to the full terms of the
Project Gutenberg™ License.

1.E.6. You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form,
including any word processing or hypertext form. However, if
you provide access to or distribute copies of a Project
Gutenberg™ work in a format other than “Plain Vanilla ASCII” or
other format used in the official version posted on the official
Project Gutenberg™ website (www.gutenberg.org), you must, at
no additional cost, fee or expense to the user, provide a copy, a
means of exporting a copy, or a means of obtaining a copy upon
request, of the work in its original “Plain Vanilla ASCII” or other
form. Any alternate format must include the full Project
Gutenberg™ License as specified in paragraph 1.E.1.

1.E.7. Do not charge a fee for access to, viewing, displaying,

performing, copying or distributing any Project Gutenberg™
works unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8. You may charge a reasonable fee for copies of or

providing access to or distributing Project Gutenberg™
electronic works provided that:

• You pay a royalty fee of 20% of the gross profits you derive from
the use of Project Gutenberg™ works calculated using the
method you already use to calculate your applicable taxes. The
fee is owed to the owner of the Project Gutenberg™ trademark,
but he has agreed to donate royalties under this paragraph to
the Project Gutenberg Literary Archive Foundation. Royalty
payments must be paid within 60 days following each date on
which you prepare (or are legally required to prepare) your
periodic tax returns. Royalty payments should be clearly marked
as such and sent to the Project Gutenberg Literary Archive
Foundation at the address specified in Section 4, “Information
 about donations to the Project Gutenberg Literary Archive
Foundation.”

• You provide a full refund of any money paid by a user who

notifies you in writing (or by e-mail) within 30 days of receipt that
s/he does not agree to the terms of the full Project Gutenberg™
License. You must require such a user to return or destroy all
copies of the works possessed in a physical medium and
discontinue all use of and all access to other copies of Project
Gutenberg™ works.

• You provide, in accordance with paragraph 1.F.3, a full refund of

any money paid for a work or a replacement copy, if a defect in
the electronic work is discovered and reported to you within 90
days of receipt of the work.

• You comply with all other terms of this agreement for free
distribution of Project Gutenberg™ works.

1.E.9. If you wish to charge a fee or distribute a Project

Gutenberg™ electronic work or group of works on different
terms than are set forth in this agreement, you must obtain
permission in writing from the Project Gutenberg Literary
Archive Foundation, the manager of the Project Gutenberg™
trademark. Contact the Foundation as set forth in Section 3
below.

1.F.

1.F.1. Project Gutenberg volunteers and employees expend

considerable effort to identify, do copyright research on,
transcribe and proofread works not protected by U.S. copyright
law in creating the Project Gutenberg™ collection. Despite
these efforts, Project Gutenberg™ electronic works, and the
medium on which they may be stored, may contain “Defects,”
such as, but not limited to, incomplete, inaccurate or corrupt
data, transcription errors, a copyright or other intellectual
property infringement, a defective or damaged disk or other
medium, a computer virus, or computer codes that damage or
cannot be read by your equipment.

1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES -

Except for the “Right of Replacement or Refund” described in
paragraph 1.F.3, the Project Gutenberg Literary Archive
Foundation, the owner of the Project Gutenberg™ trademark,
and any other party distributing a Project Gutenberg™ electronic
work under this agreement, disclaim all liability to you for
damages, costs and expenses, including legal fees. YOU
AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE,
STRICT LIABILITY, BREACH OF WARRANTY OR BREACH
OF CONTRACT EXCEPT THOSE PROVIDED IN PARAGRAPH
1.F.3. YOU AGREE THAT THE FOUNDATION, THE
TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER
THIS AGREEMENT WILL NOT BE LIABLE TO YOU FOR
ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE
OR INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF
THE POSSIBILITY OF SUCH DAMAGE.

1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If

you discover a defect in this electronic work within 90 days of
receiving it, you can receive a refund of the money (if any) you
paid for it by sending a written explanation to the person you
received the work from. If you received the work on a physical
medium, you must return the medium with your written
explanation. The person or entity that provided you with the
defective work may elect to provide a replacement copy in lieu
of a refund. If you received the work electronically, the person or
entity providing it to you may choose to give you a second
opportunity to receive the work electronically in lieu of a refund.
If the second copy is also defective, you may demand a refund
in writing without further opportunities to fix the problem.

1.F.4. Except for the limited right of replacement or refund set

forth in paragraph 1.F.3, this work is provided to you ‘AS-IS’,
WITH NO OTHER WARRANTIES OF ANY KIND, EXPRESS
OR IMPLIED, INCLUDING BUT NOT LIMITED TO
WARRANTIES OF MERCHANTABILITY OR FITNESS FOR
ANY PURPOSE.

1.F.5. Some states do not allow disclaimers of certain implied

warranties or the exclusion or limitation of certain types of
damages. If any disclaimer or limitation set forth in this
agreement violates the law of the state applicable to this
agreement, the agreement shall be interpreted to make the
maximum disclaimer or limitation permitted by the applicable
state law. The invalidity or unenforceability of any provision of
this agreement shall not void the remaining provisions.

1.F.6. INDEMNITY - You agree to indemnify and hold the

Foundation, the trademark owner, any agent or employee of the
Foundation, anyone providing copies of Project Gutenberg™
electronic works in accordance with this agreement, and any
volunteers associated with the production, promotion and
distribution of Project Gutenberg™ electronic works, harmless
from all liability, costs and expenses, including legal fees, that
arise directly or indirectly from any of the following which you do
or cause to occur: (a) distribution of this or any Project
Gutenberg™ work, (b) alteration, modification, or additions or
deletions to any Project Gutenberg™ work, and (c) any Defect
you cause.

Section 2. Information about the Mission of

Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of
electronic works in formats readable by the widest variety of
computers including obsolete, old, middle-aged and new
computers. It exists because of the efforts of hundreds of
volunteers and donations from people in all walks of life.

Volunteers and financial support to provide volunteers with the

assistance they need are critical to reaching Project
Gutenberg™’s goals and ensuring that the Project Gutenberg™
collection will remain freely available for generations to come. In
2001, the Project Gutenberg Literary Archive Foundation was
created to provide a secure and permanent future for Project
Gutenberg™ and future generations. To learn more about the
Project Gutenberg Literary Archive Foundation and how your
efforts and donations can help, see Sections 3 and 4 and the
Foundation information page at www.gutenberg.org.

Section 3. Information about the Project

Gutenberg Literary Archive Foundation
The Project Gutenberg Literary Archive Foundation is a non-
profit 501(c)(3) educational corporation organized under the
laws of the state of Mississippi and granted tax exempt status by
the Internal Revenue Service. The Foundation’s EIN or federal
tax identification number is 64-6221541. Contributions to the
Project Gutenberg Literary Archive Foundation are tax
deductible to the full extent permitted by U.S. federal laws and
your state’s laws.

The Foundation’s business office is located at 809 North 1500

West, Salt Lake City, UT 84116, (801) 596-1887. Email contact
links and up to date contact information can be found at the
Foundation’s website and official page at
www.gutenberg.org/contact

Section 4. Information about Donations to

the Project Gutenberg Literary Archive
Foundation
Project Gutenberg™ depends upon and cannot survive without
widespread public support and donations to carry out its mission
of increasing the number of public domain and licensed works
that can be freely distributed in machine-readable form
accessible by the widest array of equipment including outdated
equipment. Many small donations ($1 to $5,000) are particularly
important to maintaining tax exempt status with the IRS.

The Foundation is committed to complying with the laws

regulating charities and charitable donations in all 50 states of
the United States. Compliance requirements are not uniform
and it takes a considerable effort, much paperwork and many
fees to meet and keep up with these requirements. We do not
solicit donations in locations where we have not received written
confirmation of compliance. To SEND DONATIONS or
determine the status of compliance for any particular state visit
www.gutenberg.org/donate.

While we cannot and do not solicit contributions from states

where we have not met the solicitation requirements, we know
of no prohibition against accepting unsolicited donations from
donors in such states who approach us with offers to donate.

International donations are gratefully accepted, but we cannot

make any statements concerning tax treatment of donations
received from outside the United States. U.S. laws alone swamp
our small staff.

Please check the Project Gutenberg web pages for current

donation methods and addresses. Donations are accepted in a
number of other ways including checks, online payments and
credit card donations. To donate, please visit:
www.gutenberg.org/donate.

Section 5. General Information About Project

Gutenberg™ electronic works
Professor Michael S. Hart was the originator of the Project
Gutenberg™ concept of a library of electronic works that could
be freely shared with anyone. For forty years, he produced and
distributed Project Gutenberg™ eBooks with only a loose
network of volunteer support.

Project Gutenberg™ eBooks are often created from several

printed editions, all of which are confirmed as not protected by
copyright in the U.S. unless a copyright notice is included. Thus,
we do not necessarily keep eBooks in compliance with any
particular paper edition.

Most people start at our website which has the main PG search
facility: www.gutenberg.org.

This website includes information about Project Gutenberg™,

including how to make donations to the Project Gutenberg
Literary Archive Foundation, how to help produce our new
eBooks, and how to subscribe to our email newsletter to hear
about new eBooks.