This book explores images of schoolteachers in America from the beginning of the 20th century to the present, using a wide range of approaches to scholarship and writing. It is intended for both experienced and aspiring teachers to use as a springboard for discussion and reflection about the teaching profession and for contemplating these questions: What does it mean to be a teacher? What has influenced and sustained our beliefs about teachers? New in the second edition * The focus is shifted to the teaching profession as the 21st century unfolds. * The volume continues to explore teacher images through various genres--oral history, narrative, literature, and popular culture. In the second edition, the authors place more emphasis on the social-political context that has shaped teachers' daily experiences and the teaching profession itself. In the study of teacher images and schooling, the essays draw from feminist research methods and the critical tradition in educational inquiry to probe issues of power and authority, race, social class, and gender. * The emphasis is on the multidimensionality of teacher images rather than normative characterizations. * Six totally new chapters have been written for this new edition: an "invented interview" spanning 100 years of school teaching; portraits of progressive activist teachers; an exploration of teachers in fiction for young adults; a retrospective of the satirical cartoon show, The Simpsons; a study of crusading and caring teachers in films; and an overview of progressive classroom practices in "the new millennium." Seven chapters have been thoroughly revised to reflect current scholarship and the authors' evolving knowledge and interests.

Using "cultures of curriculum" as a lens, this clear, compelling text reveals and critically examines the belief systems and classroom practices of curricular orientations in contemporary American society. It is designed to foster awareness, examination, and deliberation about the curricula planned for and carried out in classrooms and schools; to inspire conversations about theory and practice as well as political, social, and moral issues; and to expand critical consciousness about approaches to curriculum and practice. Readers are encouraged to give serious attention to the issues this book raises for them, and to join with their colleagues, students, and communities in considering how to create curricula with purpose and congruent practices and to reculture classrooms and schools. A framework of inquiry is presented to facilitate such reflection and to accomplish these goals.

Cultures of Curriculum, Second Edition:

• Introduces the field of curriculum studies by describing theories and questions pertinent to curriculum inquiry

• Describes the process of curriculum leadership drawing from historical and contemporary research on curriculum change and transformation

• Presents the concept of cultures of curriculum as a way of thinking of curriculum as cultural text encompassing histories, norms, beliefs, values, roles, and environments.

• Connects theory to practice by describing curricular orientations as depicted in practice, providing educators with approaches to instruction, planning, and assessment for creating intentional practices in classrooms and schools

• Uses a heuristic that helps educators to understand curricular orientations, examine curriculum in classrooms and schools, and reflect upon their own beliefs and practices

• Integrates moral and political discourse into discussions of curriculum orientations so that educators can recognize, question, and challenge aims and actions by examining dominant paradigms and both their direct and unforeseeable influences upon schooling

Changes in the second edition:

• Four new chapters ?
• • "Narrowing the Curriculum" (current trends of standardization and high-stakes testing)
  • "Educating Through Occupations (Deweyan progressive and career/technical education)
  • "Sustaining Indigenous Traditions" (Native American/indigenous education)
  • "Envisioning Peace" (peace, global, human rights, environmental education)
• Updates and pertinent scholarship in all chapters reflecting recent events and discourses
• Curricular cultures all are examples of progressive alternatives to traditional education
• New two-part structure: Curriculum Studies and Curricular Cultures

This book explores images of schoolteachers in America from the beginning of the 20th century to the present, using a wide range of approaches to scholarship and writing. It is intended for both experienced and aspiring teachers to use as a springboard for discussion and reflection about the teaching profession and for contemplating these questions:
What does it mean to be a teacher?
What has influenced and sustained our beliefs about teachers?

New in the second edition
* The focus is shifted to the teaching profession as the 21st century unfolds.
* The volume continues to explore teacher images through various genres--oral history, narrative, literature, and popular culture. In the second edition, the authors place more emphasis on the social-political context that has shaped teachers' daily experiences and the teaching profession itself. In the study of teacher images and schooling, the essays draw from feminist research methods and the critical tradition in educational inquiry to probe issues of power and authority, race, social class, and gender.
* The emphasis is on the multidimensionality of teacher images rather than normative characterizations.
* Six totally new chapters have been written for this new edition: an "invented interview" spanning 100 years of school teaching; portraits of progressive activist teachers; an exploration of teachers in fiction for young adults; a retrospective of the satirical cartoon show, "The Simpsons"; a study of crusading and caring teachers in films; and an overview of progressive classroom practices in "the new millennium." Seven chapters have been thoroughly revised to reflect current scholarship and the authors' evolving knowledge and interests.

Using "cultures of curriculum" as a lens, this clear, compelling text reveals and critically examines the belief systems and classroom practices of curricular orientations in contemporary American society. It is designed to foster awareness, examination, and deliberation about the curricula planned for and carried out in classrooms and schools; to inspire conversations about theory and practice as well as political, social, and moral issues; and to expand critical consciousness about approaches to curriculum and practice. Readers are encouraged to give serious attention to the issues this book raises for them, and to join with their colleagues, students, and communities in considering how to create curricula with purpose and congruent practices and to reculture classrooms and schools. A framework of inquiry is presented to facilitate such reflection and to accomplish these goals.

Cultures of Curriculum, Second Edition

• Introduces the field of curriculum studies by describing theories and questions pertinent to curriculum inquiry

• Describes the process of curriculum leadership drawing from historical and contemporary research on curriculum change and transformation

• Presents the concept of cultures of curriculum as a way of thinking of curriculum as cultural text encompassing histories, norms, beliefs, values, roles, and environments.

• Connects theory to practice by describing curricular orientations as depicted in practice, providing educators with approaches to instruction, planning, and assessment for creating intentional practices in classrooms and schools

• Uses a heuristic that helps educators to understand curricular orientations, examine curriculum in classrooms and schools, and reflect upon their own beliefs and practices

• Integrates moral and political discourse into discussions of curriculum orientations so that educators can recognize, question, and challenge aims and actions by examining dominant paradigms and both their direct and unforeseeable influences upon schooling

Changes in the second edition:

• Four new chapters
• • "Narrowing the Curriculum" (current trends of standardization and high-stakes testing)
  • "Educating Through Occupations (Deweyan progressive and career/technical education)
  • "Sustaining Indigenous Traditions" (Native American/indigenous education)
  • "Envisioning Peace" (peace, global, human rights, environmental education)
• Updates and pertinent scholarship in all chapters reflecting recent events and discourses
• Curricular cultures all are examples of progressive alternatives to traditional education
• New two-part structure: Curriculum Studies and Curricular Cultures