First Things First

To begin, read the 3 required readings.

Miller, J. L.  (1990). Teachers as curriculum creators.  In J.T. Sears & J.D. Marshall (Eds.), Teaching and thinking about curriculum: Critical inquiries. (pp. 85-96). New York, N.Y.: Teachers College Press.

Wood, G. H. (1990).  Teachers as curriculum workers. In J.T. Sears & J.D. Marshall (Eds.), Teaching and thinking about curriculum: Critical inquiries. (pp. 97-109). New York, N.Y.: Teachers College Press.

Taubman, P. M. (2009). "Preface" (pp. ix-xii) and "Introduction" (Ch. 1, pp. 1-7) and "The Current State of Affairs" (Ch. 2, pp. 8-16).  In Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York, N.Y.: Routledge.

As you read the first 2 required readings, notice how despite the fact that these chapters were written a long time ago, the authors provide descriptions of schools, policies, and of conceptions of teachers and curriculum that are remarkably true to contemporary realities.

Notice, too, the many and varied conceptions and definitions of “curriculum” within these two readings. Notice how the definition of curriculum as “content,” “textbook,” or as “lesson/unit plan” is complicated. Similarly, the idea of teacher as curriculum conveyer is questioned or problematized.

Now, as you read and reflect upon the questions raised in these readings, consider YOU - your own practices, your own beliefs about and definitions of teaching and of curriculum. Defining a teacher as a "curriculum conveyer" (and curriculum as "content') suggests different classroom practices and understandings of teaching and learning. Certainly, teacher as "curriculum creators" (or "workers") suggests very different understandings of what teachers are capable of, of their professionalism (in the very best sense). Creator? Or, conveyer?

In this questioning of the work of teachers and in the suggestion of an alternative conception of teachers and teaching, already we are smack in the middle of thinking about the inherent political and moral nature of curriculum.

So, Who are you? And, Who do you wish to be?