TEDU 732.901: Advanced Seminar on Curriculum TheorySpring 2013

Dr. Hilary E. Hughes

To educate as the practice of freedom is a way of teaching that anyone can learn. That learning process comes easiest to those of us who teach who also believe that there is an aspect of our

vocation that is sacred; who believe that our work is not merely to share information but to share in the intellectual and spiritual growth of our students. To teach in a manner that respects and

cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin. -- bell hooks, 1994

Meeting Times: Thursday, 4:00-6:40pmRoom: Grace E. Harris, 2104Office: 3099BOffice Hours: Wednesdays, 2-4pm; Thursdays, 2-4pmPhone: 804-828-1509 (office) 970-471-3320 (cell)Email: hhughes@vcu.edu

COURSE DESCRIPTION:This advanced doctoral seminar is designed to expand students’ thinking about the continuous, confounding problems that challenge curriculum in education currently and throughout history. Students will read and discuss theoretical and empirical texts that present curriculum through multiple, broad lenses, such as historical, political, classed, racialized, phenomenological, queer, and poststructural, in order to explore questions such as: What is the purpose of curriculum? What should be taught? Why? What is the relationship between schools and society with regard to curriculum? How is curriculum influenced by policy? How could curriculum be understood, organized, and improved?

OVERVIEW OF SEMINAR: The purpose of this seminar is to consider the ways in which curriculum is influenced by historical, social, cultural, and political forces, as well as a range of philosophical ideas about the value of knowledge, the nature of the learner, the nature of the educator, and the nature of society. Students will develop a deeper understanding about the influences on curriculum overtime by critically and thoughtfully reading, writing, and discussing various theoretical perspectives, and they will also be introduced to research traditions that scholars take up in their work regarding curriculum. Additionally, students will be able to articulate and justify worthwhile questions regarding curriculum, theories, and change, as well as locate certain research traditions and theoretical frameworks that are personally and professionally meaningful in their applied fields.

COURSE ASSUMPTIONS:This seminar is grounded in the assumptions that

curriculum, in general, must be understood in an historical context: it takes place within philosophical, intellectual, and cultural traditions, as well as within political, economic, and social contexts that extend backward and forward in time, well beyond the present moment;

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teaching and learning curriculum has social consequences: curriculum is constantly shaped and reshaped by social forces and, in turn, has social consequences that extend well beyond the walls of the classroom;

teaching and learning curriculum has ethical consequences: it involves an understanding of the meaning of goodness, of valuable knowledge, of an educated person, and of a democratic society.

curriculum design has, in the widest sense, a political dimension: it is constantly influenced by political figures and it also shapes the quality of education in American society;

research on and about curriculum makes epistemological claims: it involves an understanding of the nature, origin, and scope of knowledge and knowing

INQUIRY THROUGH READING, WRITING, AND DISCUSSIONReadingReading is a critical component of this seminar. Because this is an advanced graduate level seminar, a great deal of reading (re-reading, mis-reading, co-reading)—some of which deals with complex and unfamiliar theories, textual formats, and context-specific language—will be required in order for you to become acquainted with the very broad range of approaches in curriculum theory and the research regarding curriculum theory. When thinking about how to engage with difficult texts, I invite you to heed French poststructural philosopher Jacques Lacan's advice: "…to read does not obligate one to understand. First it is necessary to read . . . avoid understanding too quickly" (as cited in Ulmer, Gregory, 1985. Applied Grammatology. Baltimore: Johns Hopkins Press).

It is essential that you read all of the required texts for each seminar meeting thoroughly and thoughtfully and come prepared with notes reflecting the assigned readings’ major themes (according to you), explicit connections to and disconnections from past readings, yours and others’ lived experiences, etc., sections of the reading that need clarifying; questions, critiques, and important quotes from the text that may inform your academic writing.

WritingWriting plays a central role in doctoral work and in educational scholarship, and consequently, it is a critical component of this seminar. Writing is an important medium for exploring and elucidating ideas, for trying out interpretations and arguments, for representing ideas, and for communicating with others. During the semester we will explore what it means to utilize writing as a method of inquiry, as a way of understanding something more deeply by writing your way through it, or as a way of finding out something you did not know before you wrote it. Keep in mind that the writing you do in the seminar is meant to expand, not replace, your writing style and skills as you continue learning what it means to participate in a community of educational scholars who have specialized discourses of which writing is an integral part (i.e., research, publication, curriculum design, policy design, etc.).

DiscussionBecause this is a seminar, your participation in discussions is essential not only for your own learning but also the learning of others. Engaging thoughtfully and thoroughly with the readings, coming to class with questions, insights, and critiques, and being open to the idea that alternative perspectives help all of us grow in our own thinking are all crucial to making the seminar meaningful. You may find that some of the class readings and discussions challenge your views

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and theoretical frameworks. In many instances you might question or openly disagree with a perspective that I, one of your peers, or the author of a text articulates. These diverse perspectives (and the diverse emotions that accompany those perspectives) are not only welcomed, they are somewhat expected during class discussions. It is important for us to remember, however, that practicing openness to these diverse perspectives allows each of us to grow in our own thinking and scholarship.

ASSIGNMENTS & EXPECTATIONS:

Writing GroupsEach of us comes to the page with different strengths as a writer. Writing groups are a wonderful way to improve your reading and writing skills as a scholar and writer by reading and providing feedback on your colleagues’ work, as well as having them do the same for your work. I will ask you to meet in your writing group several times in class throughout the semester, and you will also have the choice to meet outside of class. Writing group expectations will be discussed further in class.

Theorizing Lived Experiences SnapshotsIn order to ground your educational curricular experiences within the broader assumptions of the seminar (curriculum as social, political, historical, ethical, epistemological) you will write a series of 5-6 “lived experience snapshots” throughout the semester about a particular experience (or multiple experiences) that had a powerful effect on you during your education (not limited to your ‘formal’ education). I’ll ask that you theorize these lived experiences by drawing on weekly course readings/theories of interest.

The snapshots will help us connect the theoretical with the practical when thinking about some of the issues related to curriculum and change. Additionally, sharing our lived experiences with others can help us identify patterns in our own educational histories, as well as help us think about how our cultural and historical locations constantly influence how we “read” or interpret our own and others’ lived experiences. You will meet with your writing group during class to read and comment on each other’s snapshot drafts and help each other situate these experiences within the scholarly literature before you turn them in the following week. Keep in mind that these lived experience snapshots are not intended to be final products; instead, they are works-in-progress that you will revisit and revise as you write your subjectivities into your final project.

Group-Lead DiscussionYou will be responsible for planning and leading at least one discussion for one hour on the readings for a particular seminar. Discussion questions and/or activities you plan should promote greater understanding of the ideas presented by authors in the readings. Please plan something that is designed to fit within the hour time period and connects directly to the assigned readings so your classmates will have a chance to fully engage with the readings.

Scholarly Book Review and Book TalkYou will each choose one of the books listed to read and review by March 14th. You will turn in a 1500-2000 word review of the book (and list some possible places you might submit it for publication), as well as provide us a synopsis of your review in class. I suggest you read examples of published reviews to help you better understand various scholars’ approaches to this kind of genre in academic journals. Your review should be clearly written, well organized and should

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address the following elements:Purpose and/or Research Questions Theoretical/Conceptual FrameworkImpact you think it could have on education and whyPersonal reactions/critique

FINAL PROJECT: Choose one of the following:

Option 1: Professional Journal Manuscript DraftResearch several academic journals in your field; choose two journals that you would like to submit a manuscript to (you should have a “first tier” journal and you should have an alternative, “second tier” journal, in case your manuscript is not accepted to your first choice). Following the guidelines/call of your “first tier” journal, you will write a well prepared draft of a manuscript (15-20 pages, references included, double-spaced, APA 6th edition--unless your journal calls for a different style).

Option 2: Theoretical/Conceptual PaperTaking up one (or more) of the theoretical perspectives we explore in class, write a theoretical paper (15-20 pages, references included, double-spaced, 11-12 pt., APA 6th edition) on a topic of interest within curriculum studies that will help you think more about your dissertation research. The lived experiences snapshots might be helpful here to give you a starting place.

Option 3: DictionaryLocate definitions of terms you don’t understand in the course readings and/or terms you know you will want to call upon and cite in your work. Try to include definitions from other sources as well as you come upon them in your reading, but the main focus of terms will come from the course readings. Be sure to include the full citation of the source in which the definition appears (APA 6th Ed), along with the page number so you can find it later. Include at least 20 terms.

Option 4: Proposed Idea of Your Own Present me with an idea in a proposal and we can discuss it further.

COURSE GRADING:Attendance & Preparation: 30%Class Lead Discussion: 15%Scholarly Book Review and Presentation: 15%Final Project: 40%

COURSE READINGS:Required Texts:Taubman, P.M. (2009). Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York and London: Routledge.

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Choice Book Titles (choose one to read and review by March 14, 2013):Britzman, D.P. (2003). Practice makes practice: A critical study of learning to teach.

New York: Suny. Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a

pedagogy for social justice. New York and London: Routldege. Hankins, K.H. (2003). Teaching through the storm: A journal of hope. New York:

Teachers College Press. Jones, S. (2006). Girls, social class, and literacy: What teachers can do to make a

difference. Portsmouth: Heinemann.Kumashiro, K.K. (2009). Against common sense: Teaching and learning toward social

justice. New York and London: Routledge. Roksa, J. (2011). Academically adrift: Limited learning on college campuses. Chicago,

IL: University of Chicago Press. Sleeter, C. E. (2005). Un-standardizing curriculum: Multicultural teaching in the standards-

based classroom. New York: Teachers College Press. Walker, E.N. (2012). Building mathematics learning communities: Improving outcomes

in urban high schools. New York: Teachers College Press.

Date Topics/Theoretical Perspectives

Readings Assignments Due

Week OneJan 17

*Introduction of class/overview of syllabus*Handouts*Writing as a method of inquiry*Writing groups or writing partners and expectations*Sign up for group-lead discussion*Choice books sign up*Ref-Works/Research needs assessment

(In-class) M. Greene (2008). “The poet, the city, and curriculum”

Theoretical Paradigms (for this seminar)

What is curriculum theory?

Three-word workshop & writing as a method of inquiry

Week TwoJan 24

Curriculum as historical text

(Objectivism, Cognitive/Behavioral Theory)

Pinar, “Curriculum Theory Since 1950” (from Sage Handbook of C&I, pp. 491-503)-------From Curriculum Studies Reader:*Bobbitt, “Scientific Method in Curriculum-Making” (11-18)*Kliebard, “The Rise of Scientific Curriculum-Making and Its Aftermath” (69-78)*Eisner, “Educational Objectives—Help or Hindrance” (109-115)---

Notes/questions from reading for discussion

Writing Groups meet to share introductory writing pieces

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Morris & Hamm, “Toward a Curriculum Theory”

Week ThreeJan 31

Curriculum as political

(Critical Theory)

The Critical Middle School Reader (CMSR):McLaren, “Critical Pedagogy and the Social Construction of Knowledge”---*Darling-Hammond, “Securing the Right to Learn: Policy and Practice for Powerful Teaching and Learning” OR*Greene, “Diversity and Inclusion: Toward a Curriculum for Human Beings”---Flinders, Noddings, and Thornton (1986), “The null curriculum: Its theoretical basis and practical implications” (from Curriculum Inquiry, 16:1)

Group-Lead Discussion by:

Writing Groups meet for feedback on snapshot #1

Week FourFeb 7

Curriculum as racialized, classed, gendered, queer, abled

(Feminist, queer, critical, critical race theories)

Anyon, “Social Class and School Knowledge” (The Critical Middle School Reader, pp.419-437)---Luke, “Documenting Reproduction and Inequality: Revising Jean Anyon’s ‘Social Class and School Knowledge’”---Vagle and Jones, “The Precarious Nature of Social-Class Sensitivity in Literacy: A Social, Autobiographic, and Pedagogical Project”

Snapshot #1 due

Group-Lead Discussion by:

Writing Groups

Week FiveFeb 14

Curriculum as racialized, classed, gendered, queer, abled

(Feminist, queer, critical, critical race theories)

*Gutstein, “Teaching and learning mathematics for social justice in an urban, Latino school” (CMSR, pp.439-454)OR Gutstein (2007) “And that’s just how it starts: Teaching Mathematics and developing student agency” (TCR)---Parks (2010), “Explicit versus implicit questioning: Inviting all children to think mathematically” (TCR, 112[7], 1871-1896)---Blackburn & Buckley, 2005—Queer Inclusive LA (maybe)

Group-lead discussion by:

Writing Groups

Week Curriculum as racialized, C. Sleeter Snapshot # 2 due

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SixFeb 21

classed, gendered, queer, abled(Feminist, queer, critical, critical race theories)

G. Ladson-BillingsG. Gay

Week SevenFeb 28

Curriculum as racialized, classed, gendered, queer, abled

(Feminist, queer, critical, critical race theories)

KumashiroDennis Sumara & Brent Davis (CMSR)M. Blackburn

Group-lead discussion by:

Writing GroupsSnapshot #3 (due here or 3/14)

Week EightMarch 7

VCU SPRING BREAKNO CLASS MEETING

VCU SPRING BREAKNO CLASS MEETING

Week NineMarch 14

Present on choice books

(SOE Research Colloquium March 15 th —be there or be square!)

Choice Book Presentations Book Review Due

Snapshot #3

Week TenMarch 21

Curriculum as phenomenological and embodied

(Phenomenology, Hermeneutic, Feminist Phenomenology)

*M. van Manen (several options)*M. Orner (2002). Working up our appetites*Jones & Hughes-Decatur (2012)*Hughes-Decatur (2011). “Embodied Literacies: Learning to first acknowledge and then read the body in education” (English Teaching: Critique and Practice)

Group-Lead Discussion by:

Writing groups meet to discuss final project ideas

Week ElevenMarch 28

Curriculum as poststructural and postmodern

(postmodern, poststructural, deconstruction)

*Pinar, Reynolds, Slattery, & Taubman (2008), “Understanding curriculum as poststructuralist, deconstructed, postmodern text” (pp.450-480)

*Klingner, Scanlon, & Pressley (2005). “How to publish in scholarly journals” (Ed Researcher).

Group-Lead Discussion by:

Writing Groups Meet for Snapshot #4

Week TwelveApril 4

Curriculum as Neoliberal/Neoconservative

Taubman, Teaching by Numbers (Chapter 1-4)

Snapshot #4 Due

Writing Groups

Final Project Proposals Due

Week ThirteenApril 11

Curriculum as Neoliberal/Neoconservative

Taubman, Teaching by Numbers (Chapters 5-7/Conclusion)

Snapshot #5

Writing Groups (final projects)

Week Research and Curriculum Choice Readings (TBA) Writing Groups (final

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FourteenApril 18

Theory projects)

Week FifteenApril 25

Hughes at Gender & Education Conference in London (don’t hate)

FINAL PROJECTS DUE

Last ClassMay 2

Dinner at Dr. Hughes’ house

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