Transformative Curriculum Chapter 1
Issues:
| Too many children are schooled, not educated. |
| Too many school systems focus on organizational goals, economies, and efficiencies rather than meaningful student learning. |
| Too many systems concentrate on measurable outcomes rather than authentic learning experiences. |
| Too many systems distrust the idea of involving teachers, parents, and community members as active curriculum decision makers. |
| Too many systems continue to confuse equity and excellence in education. |
Curriculum work is a value-laden set of activities in which those involved try to create ways for students to acquire the ideas, perspectives, and skills deemed most worthy of good education.
Curriculum is embedded in politics.
Transformation conveys the interrelated ideas of engaging in fundamental change and living a life of continuous growth.
Curriculum comes from the Latin currere meaning "the course to... run"
Curriculum can be viewed as an educational path that leads students toward a particular conception of the good life.
The trivium- the classical subjects of grammar, rhetoric, and logic.
Traditional approaches to education focus on obedience to past authority.
Progressive education considers the three Ss of learning: subject, self, and social.
Self learning in mainstream education is usually guided by authority-based discipline.
Social learning in mainstream education focuses on molding cooperative team players within a competitive, well-managed, meritocratic society.
Transformative Subject Learning:
| Thinking-Centered Learning |
| Performance-Based Outcomes |
| Multiliteracy. |
Transformative Self Learning:
Transformative Social Learning:
| Equity Issues |
| Diversity Issues |
| Civility Issues |
Transformative communicates the idea of basic change (the kind of reform that confronts underlying beliefs and social structure).
Paradigm shift- a qualitative alteration in one's educational frame of reference.
Transformative leaders make a point of challenging others to engage in a life of continuous growth.
Negative freedom- the right NOT to be challenged
Positive freedom- responsible, authentic self-direction
Implementation connotes top-down reform.
Enactment conveys a sense of responsible power sharing.
Notes taken from:
Henderson, J.G. & Hawthorne, R. D. (2000). Transformative curriculum leadership (2nd). Upper Saddle River: Merrill.