Cultures of Curriculum

Abstract

The concept of cultures of curriculum is an iteration of the classification system known as curricular orientations. Intended as a framework for curriculum development and a heuristic for curriculum inquiry, a culture of curriculum is a philosophy-based curricular orientation supported by coherent practices. A curricular culture is characterized by a shared and unifying vision that guides articulation of goals, inspires consensus, and stimulates the desire for change. Diverse cultures of curriculum have existed historically and are enacted in contemporary schools and universities; they are not static. Societal change, scholarly discoveries, and political or ethical discourse influence educators’ knowledge and public beliefs about education. Essentially, this conceptual model involves perceiving curriculum through a cultural perspective, as a series of interwoven dynamics and not merely as explicit content. Curriculum theorized as culture attends to continuing dialogue, values, metaphors, the environment in which education takes place, power relationships, and the norms that affect educators’ and stakeholders’ convictions about right or appropriate education. Subsequently, the cultures of curriculum framework for curriculum inquiry comprises both analysis of beliefs and ethnographic study of lived curriculum. This conceptual model also casts light on curriculum transformation, viewed through the cultural lens as reculturing curriculum. The process begins with inquiry through the cultures of curriculum framework to investigate the extant curriculum in classrooms and schools. Such examination may result in awareness of ad hoc curriculum featuring a multitude of contradictory purposes and activities or the realization that authorized curriculum work conflicts with educators’ philosophies and moral purposes. Concurrently, the study of curricular cultures may stimulate curriculum leadership as educators imagine ways to change their own curriculum work, initiate conversations with colleagues and stakeholders, and eventually commit energies and resources to reculturing curriculum. Rather than making partial modifications to school structures or trying out the latest instructional methods, curriculum transformation informed by the concept of curricular cultures embodies profound change to values, norms, and practices, as well as to classroom and school cultures.