Curriculum Windows: What Curriculum Theorists of the 1970s Can
Teach Us about Schools and Society Today is an effort by students
of curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists of the 1970s in
contemporary terms. The authors explore how key books/authors from
the curriculum field of the 1970s illuminate new possibilities
forward for us as scholar educators today: How might the theories,
practices, and ideas wrapped up in curriculum texts of the 1970s
still resonate with us, allow us to see backward in time and
forward in time - all at the same time? How might these figurative
windows of insight, thought, ideas, fantasy, and fancy make us
think differently about curriculum, teaching, learning, students,
education, leadership, and schools? Further, how might they help us
see more clearly, even perhaps put us on a path to correct the
mistakes and missteps of intervening decades and of today? The
chapter authors and editor revisit and interpret several of the
most important works of the 1970s by Norman Overly, Michael Apple,
Eliot Eisner, John Goodlad, Louise Berman, William Reid, Bill
Pinar, Daniel Tanner, Laurel Tanner, Maxine Greene, James
MacDonald, and Joseph Schwab. The book's Foreword is by renowned
curriculum theorist William H. Schubert.
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