Abstract
Joseph Schwab challenged the disproportionate force of policy makers in the development of subject matter that was then imposed on teachers and learners. Schwab argued that teachers should play a significant role in curricular decision-making due to their role as implementers of curriculum and their understanding of the learners in their classrooms. Schwab encouraged curricular decisions based on four commonplaces of: teacher, learner, subject matter, and milieu. This issue of Brock Education explores various dimensions of curriculum, particularly the fountainhead roles teachers can play in improving the lives of learners. The authors of the five articles, while hopeful, point to the many challenges and pressures facing teachers as curriculum makers.
Highlights
Decades ago, Joseph Schwab (1983) was concerned with the problematic implementation of large-scale curriculum, and challenged the disproportionate force of policy makers in the development of subject matter that was imposed on teachers and learners
Clandinin and Connelly, building on Schwab’s ideas, championed teachers as curriculum makers who actively work alongside students (Craig, 2011)
They wrote that “teachers and students live out a curriculum [in which] an account of teachers’ and students’ lives over time is the curriculum, intentionality, objectives, and curriculum materials do play a part (Clandinin & Connelly, 1992, p.365). Craig continues, it is a “question of teacher knowledge” (Connelly & Clandinin, 2000) and teachers should be empowered to be curriculum makers to enhance the learning of students
Summary
Joseph Schwab (1983) was concerned with the problematic implementation of large-scale curriculum, and challenged the disproportionate force of policy makers in the development of subject matter that was imposed on teachers and learners. Clandinin and Connelly, building on Schwab’s ideas, championed teachers as curriculum makers who actively work alongside students (Craig, 2011). Craig continues, it is a “question of teacher knowledge” (Connelly & Clandinin, 2000) and teachers should be empowered to be curriculum makers to enhance the learning of students.
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