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Conceptions of Curriculum
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Conceptions of Curriculum
By Kara Lagace
What are Conceptions of Curriculum?
The conceptions of curriculum embody distinct beliefs about the type of knowledge that should be taught in schools, the inherent nature of children, what school learning consists of, how teachers should instruct children and how children should be assessed (Schiro, 2013)
Curricular theorists have identified different curricular approaches which they have classified into different conceptions. (Al-Mousa, 2013)
Influences on Ideologies
In the past...
- As time passes and social events occur, ideologies can shift to accommodate current events, science and philosophies.
- New conceptions are based on existing conceptions that have been dropped and replaced to shed light on new ones (Al-Mousa, 2013).
- Having an understanding of the rich history ideologies have, can help us to understand the influences they may have had on new ideas (Schiro, 2013).
Present day Ideologies
In the present...
- Currently, many educators are not strongly committed to one approach. Rather, they emphasize one approach in some situations and advocate other approaches in other situations (Hunkins, F., Ornstein, A., 2013).
- My personal belief is that this is due to the diverse society we live in, the ever changing roles our educators play, and the fast paced society we live in that produces new data or information every day.
- Current mainstream curriculum approaches are those related to behavioral, academic and managerial approaches. This is due to the scientific background that these approaches hold. Although things shift over time, these approaches are less likely to be discredited due to the scientific validity they contain.
Where are the Ideologies going from here?
In the future...
It is hard to predict exactly what curriculum ideology will become mainstream in the future. My belief is that this is due to the ever changing society we live in. As demonstrated in the past, different ideologies and approaches are based on past experiences and our views of society. Predicting exactly what approaches will continue is unlikely due to the inability to see into the future.
Curriculum Ideologies
Interpretations of Conceptions of Curriculum
There are a number of Curriculum ideologies based on different Curriculum Theorists. The majority of these ideologies overlap and can be organized into four different general categories: Individual, Society, Technology and Academia.
The specific ideology based on the Curriculum Theorist can be found within the category.
Overall Ideology
Individual
Different Curriculum Theorists have come up with different names for this theory such as:
Self-actualization (Eisner and Vallance)
Critical-exploratory (Marsh and Willis),
Humanistic (McNeil),
Individual fulfillment (Pratt), and
Personal Success and commitment (Vallance)
Regardless of the term, the overall Ideology is that the student's background combined with the academic content, create unique learning experiences. The teacher provides warmth and nurtures emotions while continuing to function as a resource and facilitator (McNeil, 2009).
Individual Curriculum Ideologies promote learner autonomy and aesthetic and moral qualities in learners (Al-Mousa, 2013). With an emphasis on student-centeredness, Individual Ideologies incorporate content and societal-cultural needs to assist individuals development (Eisner & Vallance, 29174).
How this connects to my specific context of practice?
For use of analyzing, planning, instruction and assessment
As a Learning Assistance Teacher, I work with students who have fallen behind grade level in reading. Following an Individual Conception of Curriculum Ideology, the following are some strategies I would use to build my framework to improve student reading to meet grade level expectations:
- Asses the student to determine baseline data (content planning)
- Use an evidence based reading program to instruct phonics (content)
- Allow for the student to choose reading material daily (personal liberation)
- Emerge student in local environmental print (incorporating content and societal-cultural aspects)
- Provide "free literacy" time where the student can choose to write, read, or story tell (learner autonomy)
Overall Ideology
Society
Different curriculum theorists have come up with different names for this theory such as:
- Social-reconstruction-relevance (Eisner and Vallance)
- Descriptive/Critical exploratory (Marsh and Willis)
- Social reconstruction (McNeil)
- Social Transformation (Pratt)
- Social-relevance reconstruction (Sowell)
- Social reconstruction (Vallance)
Regardless of the term, the overall ideology among the terms is creating social change (Eisner & Vallance).
This theory is conscious of societies problems and injustices done to society's members. The teacher's job is to facilitate the construction of a new and more just society. The student's job is to use curriculum to be able to develop a vision of a better society and act to bring it to existence.
How this connects to my specific context of practice
For use of analyzing, planning, instruction and assessment
Following a Societal Conception of Curriculum Ideology, the following are some strategies I would use to build my framework to improve student reading:
- Inquire into whether or not all students in my class have access to the same educational opportunities. (evaluating injustice to members)
- If not, inquire into why these opportunities are not available to all. (developing a vision for a better society)
- Teach students how to be self advocates. (developing a vision for a better society)
- Find equal, alternative funds or resources for these students. (Acting to bring justice to existence)
- Announce publicly to others about what resources are available to whom, and how this may not be fair. (Acting to bring justice to existence)
- Develop a committee to work together for future opportunities for all learners. (Facilitating the construction of a new and more just society)
Overall Ideology
Technology
Different curriculum theorists have come up with different names for this theory such as:
- Technology/Cognitive processes (Eisner and Vallance)
- Systemic or technology (McNeil)
- Technology (Sowell)
- Technology (Vallance)
This ideology focuses mainly on the how rather than the what of Education (Eisner & Vallance, 2974; Sowell, 2005).
This approach is very learner centered and focuses on the needs and concerns of the individual. A curriculum grounded in this conceptions aims to give the learner intellectual autonomy to be able to select and interpret situations outside of the school context (Al-Mousa, 2013).
How this connects to my specific context of practice.
For use of analyzing, planning, instruction and assessment
Following a Technology Conception of Curriculum Ideology, the following are some strategies I would use to build my framework for improving student reading to grade level expectations:
- 1-1 conference with the student to get to know them, determine their interests, culture, abilities (help foster learner autonomy)
- Ask the student where they feel they need support and how they would like to develop these skills (developing cognitive skills)
- Provide resources that foster engagement, inquiry, discussions, and interests. Allow freedom for lessons to change based on the students interests. (Sharpening intellectual processes)
- Assess by anecdotal notes to see if the student has engaged in deeper discussions and interests based on being immersed in literature.
Overall Ideology
Academia
Different curriculum theorists have come up with different names for this theory such as:
- Academic rationalism (Eisner and Vallance)
- Prescriptive (Marsh and Willis)
- Academic (McNeil)
- Cultural Transmission (Pratt)
- Cumulative tradition of organized knowledge (Sowell)
- Academic rationalism (Vallance)
The overall approach is to help students learn knowledge of our cultures. The teacher's job is to introduce disciplines to the students, and the student's job is to learn the information. The curriculum is knowledge for use (McNeil, 2009).
Eisner and Vallance's belief is that this 'traditional-bound' idea remains and seems likely to endure (Eisner and Vallance, 1974).
How the connects to my specific context of practice
Following an Academia Conception of Curriculum Ideology, the following are some strategies I would use to build my framework for improving student reading to grade level expectations:
- Use a standardized test to determine the students ability. (Assess)
- Teach the student an evidence based phonics program each day. (Deliver content)
- Continue to monitor the students progress (Assess)
For use of analyzing, planning, instruction and assessment
In Summary...
In Summary
Conceptions of Curriculum is a very diverse and ever changing topic.
General ideologies such as Individual, Society, Technology and Academia have many different theories within them that Curriculum Theorists have labeled. These labels and definitions were created based on the theorist's set of beliefs, background, data or environment.
Over the years the focus of an educator's ideology may change, depending on the events and needs of society and individuals.
References
Al-Mousa, N., (2013). An Examination of CAD use in two interior design programs
from the perspectives of curriculum and Instructors. Kingston, Ontario:
Al-Mousa, N.
Eisner, E., Vallance, E. (1974). Conflicting Conceptions of Curriculum. Berkeley,
California: McCutchan Publishing Corporation.
Hunkins, F., Ornstein, A., (2013). Curriculum, Foundations, Principles, and Issues.
New Jersey, USA: Pearson.
McNeil, J., (2009). Contemporary Curriculum, In Thoughts and Action. Las Angeles
California: John Wiley & Sons
Schiro, M., (2013). Conflicting Visions and Enduring Concerns. Curriculum Theory.
Thousand Oaks, California: SAGE Publications
Sowell, E., (2005). Curriculum, An Integrative Introduction. Upper Saddle River,
New Jersey: Pearson