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• W590365648 abstract "Just last week as I was standing on the front steps of a building on the Baylor campus looking out across the quadrangle that forms the middle part of campus, I faced the prospect of a journey that looked altogether daunting. The distance from where I was standing to where I needed to be was about 400 yards. The problem was that lightning and thunder filled the sky, rain poured down so heavily that at times I could hardly see, and yet my umbrella was safely tucked away in the backseat of my Ford Escape. I was already 5 minutes late for a meeting. After staring at the rain for four or five minutes and coming to the conclusion that no immediate end was in sight, I finally took the plunge and began to run. I dodged puddles and mud and sheets of rain and flying debris, at last arriving at the other end of the quadrangle, dripping wet but relieved to be in the building where I needed to be. I did not look so good, but I was once again protected from the elements. Life as a curriculum specialist in the early twenty-first century sometimes feels much like my sprint across campus. The only difference is that we often face hail instead of rain, and the journey may be a half marathon instead of a sprint. Complaints and criticisms and cutbacks are all around us. Nobody is immune from budget cuts. We are told that teachers don't want to be held accountable. We are told that teachers--and the teacher educators who prepared them--are the source of poor performing students and schools, as if teachers are the only factor involved in whether or not students succeed. We are told that taxpayers already pay way too much for public education, that universities are way too expensive, and that schools are wasteful and inefficient. Yet we know that budget cuts have caused and will continue to cause students to attend schools with inadequate resources and learn within classrooms where teacher-student ratios are growing by the day. At the university level, we are told that tenured faculty have cushy jobs that exempt them from accountability, that the only kind of learning that matters is that which can be tied to measurable outcomes, and that the only justification for continuing to fund public universities is because they serve the economy. Where is the good news in all of this? How are curriculists, teachers, and teacher educators to remain positive in the face of such negativity and criticism? I do not propose to have a silver bullet, but concentrating on the true meaning of curriculum and how we might create a meaningful educational path for more students is as good a place to start as any. I want to propose three reasons why the field of curriculum can help our schools and colleges find their way from the world in which we exist to a more hospitable climate on the other side of the storm. First, curriculum provides us with direction. Unlike history or mathematics or biology, the term curriculum is inevitably a teleological one. Nobody creates a curriculum for no reason at all. Nobody creates a curriculum to put it on a shelf and stare at it. Curriculum is designed with implementation, action, and purpose in mind. The goal of a curriculum is to impact students in a meaningful and powerful way, a point worth remembering as criticism rains down upon us. …" @default.
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• W590365648 title "Curriculum through a Rainstorm" @default.
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