Conflicts in Curriculum Theory: Challenging Hegemonic by João M. Paraskeva

By João M. Paraskeva

This booklet demanding situations educators to be brokers of swap, to take heritage into their very own fingers, and to make social justice important to the academic undertaking. Paraskeva embraces a pedagogy of wish championed through Paulo Freire the place humans develop into aware of their skill to interfere on the earth to make it much less discriminatory and extra humane.

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For direct self-preservation, or the maintenance of life and health, the all-important knowledge is—Science. For that indirect self-preservation which we call gaining a livelihood, the knowledge of greatest value is—Science. For the due discharge of parental functions, the proper guidance is to be found only in—Science. For that interpretation of national life, past and Th e N a t u r e of C on f l ic t 15 present, without which the citizen cannot rightly regulate his conduct, the indispensable key is—Science.

In keeping with this perspective, the fundamental role of education is directly related to the socialization of students, with the purpose of contributing to the reproduction of existing social relations. Before that time, the majority of investigations into teaching and learning were oriented to principles relevant to classrooms in a stricter sense—the acts of explaining, reminding, and reinforcing, which contribute more directly to the learning process and focus more on individual aspects than social ones (Doyle, 1986).

128). However, Krug (1969) notes that Herbartianism “was not the only evangelical movement at this time. One representing far greater numbers of people was the child study movement” (pp. 107–8), and with “Herbartianism losing its early potency as a reform movement” (Kliebard, 1995, p. 35), it was the child study movement that soon posed the most direct threat to the principles defended by Harris and by Eliot. The Great Army of Incapables On the front lines of the criticism directed at the recommendations disseminated in the Report of the Committee of Ten one could find Hall, “a person who had early on assumed unquestioned leadership of the child study movement in the United States” (Kliebard, 1995, p.

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