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• W289783823 abstract "Volume 12, Number 2 begins with an essay by William H. Schubert based on his keynote address delivered at AATC 2009 annual conference. His essay tackles three curriculum-related topics: (1) language, (2) legacies, and (3) love. Examining first topic, Schubert underscores mutual influence between language and thought. In particular, he laments that today's dominant metaphor in educational policy is not one of potent frameworks implied in a journey (curriculum's etymology) or growth (John Dewey's touchstone). Instead, today's thinking is guided by a narrow version of production. The production metaphor is what Lakoff and Johnson (1980) called a root metaphor because it is embedded in a network of other metaphors. In this case network includes national security, competitiveness, and ever persistent factory model of schooling. Schubert's next topic, legacies, echoes this volume's theme of looking to future and looking back. Schubert identifies ten separate curriculum legacies that are gifts both to and from author. The final section of Schubert's essay is on love, not sentimental or obsessive love but love in tradition of bell hooks and Paulo Freire's liberation pedagogy. Schubert is followed by Marcella L. Kysilka's AATC: An Organization in Transition. Marcy has been such an active force in AATC since its founding that I have never been able to think of one without other. Her article provides a brief history of AATC in which she graciously acknowledges many of individuals who have contributed their time, energy, talents, and leadership to association's development. Marcy further underscores AATC's importance as a venue for informal professional socialization. This point seems especially timely as universities today face increasing fiscal restraints. Finally, Marcy's brief comments provide a blueprint for anyone who might seek to grow a unique learned society such as AATC. Rick Breault's essay, The Fundamentalist Tendencies of New Curricularist, offers another pause for self-reflection, this time with respect to curriculum studies writ large. In tradition of Joseph Shawb's the practical series or William Pinar's 1978 Reconceptualization of Curriculum essay. Breault asks us to step back and critique dominate camps of curriculum scholarship and research. He refers to these leading branches of field as p/r/c (postmodern, reconceptualist, and critical curriculum thought). Readers will have to assess strength of Breault's analogy. Can occasions of hypocrisy and irrelevance be cited in work of any significant group, or do these tendencies cut more deeply? Gretchen Schwarz's article on possibilities and promise of graphic novels continues a curriculum theme. Albeit more focused than Breault's essay, Schwarz is equally concerned with larger purposes of education in arguing two points. The first is her thesis that graphic novels serve traditional aims by bridging literature and history with interdisciplinary content. Schwarz's second argument is that graphic novels are an occasion for assessing new literacy forms (information, visual, and computer-based) as a means to help students understand how texts, images, color, music, and sound work together interactively and nonlinearly. Sofia Elliot and Richard G. Berlach's article reports on development of Australia's first nationally-based Early Years Learning Framework--a planning model for developmentally appropriate kindergarten and preprimary curriculum and instruction. Combining a national context with teacher perspectives, this study points to renewed interest in teacher planning by describing a framework that seeks to balance guidance with professional judgment. Acknowledging realities of implementation, their approach aims at a planning model that is both data rich and labor frugal. The next three articles each have a cross-cultural focus. …" @default.
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• W289783823 date "2010-01-01" @default.
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• W289783823 title "And Looking Back" @default.
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