Dominant Discourses in Curriculum

Autor/in	Miller, Elizabeth
Titel	Dominant Discourses in Curriculum
Quelle	In: Curriculum and Teaching, 27 (2012) 2, S.47-61 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0726-416X
Schlagwörter	Educational Practices; Educational Trends; Hidden Curriculum; Student Empowerment; Discourse Analysis; Critical Theory; Social Structure; Neoliberalism; Classroom Environment; Social Class; Human Capital; Recognition (Achievement); Efficiency; Social Control; Democratic Values + Suchen Sie Ihr Suchwort? Bildungspraxis; Bildungsentwicklung; Heimlicher Lehrplan; Studienberechtigung; Diskursanalyse; Kritische Theorie; Sozialstruktur; Neo-liberalism; Neoliberalismus; Klassenklima; Unterrichtsklima; Social classes; Soziale Klasse; Humankapital; Soziale Anerkennung; Effectiveness; Effektivität; Wirkungsgrad; Soziale Kontrolle
Abstract	In the following paper, the author draws upon the works of critical theorists and critical curriculum scholars to investigate the intersection of the social and political realms with contemporary educational and curricular trends. This paper specifically explores connections between current curriculum trends with neutrality, social reproduction, meritocracy, efficiency, control and the overall criticality included in current curriculum trends. Additionally, the paper considers the role of the hidden curriculum in the school experience. Finally, the author encourages revisiting the idea of democratic education and a democratic curriculum to encourage student empowerment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01