Showing papers by "Thomas S. Popkewitz published in 1977"
TL;DR: The Latent Values of the Discipline-Centered Curriculum as discussed by the authors is an example of a discipline-centred curriculum, which is based on the discipline-centered curriculum.
Abstract: (1977). The Latent Values of the Discipline-Centered Curriculum. Theory & Research in Social Education: Vol. 5, No. 1, pp. 41-60.
48 citations
Journal Article•
TL;DR: In this article, the authors provide a methodological perspective to educational research and evaluation, starting from the assumption that school is an institution that shapes and affects its participants, and that teachers and students are asked to engage in certain actions, to organize their thinking in particular ways, and to describe and judge their actions with specialized language.
Abstract: The purpose of this essay is to provide a methodological perspective to educational research and evaluation. The orientation we offer starts with the assumption that school is an institution that shapes and affects its participants. Further, we assume school like other institutions has developed certain regular or taken-for-granted patterns that direct both thought and behavior. Both teachers and students are asked to engage in certain actions, to organize their thinking in particular ways, and to describe and judge their actions with a specialized language. Schooling, then, involves more than physical and observable behavior. It entails assumptions, definitions, norms, and dispositions that guide individuals in their choice of actions in school and (probably) in larger social and economic structures.
10 citations
TL;DR: The authors examine the assumptions of these curriculum models by examining inquiry as a social system and argue that to understand the nature of research, attention must be given to its potentially conflicting social dimensions, that is, the qualities of personal craftsmanship and community affiliation expressed in a scientist's work.
Abstract: I. INTRODUCTION During the last decade, educators have renewed their interest in developing a social inquiry curriculum. The intent of this type of curriculum is to provide students with disciplined modes of social analysis and tends to focus upon certain logical qualities of inquiry, (Apple, 1972, Popkewitz, 1976) wherein educators seek to abstract certain rules, procedures, standards, and ideas from the social disciplines or from the philos- ophy of scientific inquiry. The concepts and precise sets of inquiry procedures which emerge become the foundation of the new curriculum materials. The California State Curriculum Guide (1968), for example, divides inquiry into such categories as integration, analysis, and policy. In turn, each of these is sub- divided into discrete processes, such as problem formulation, classification, infer- rence, comparison, etc. Similarly, the University of Minnesota Social Studies project (1968) assumes that only the logical relationships of social scientific ideas provide the order to curriculum: “The Center has chosen to identify important concepts and generalizations from the various social sciences and has tried to provide for sequen- tial development in the K-12 curriculum.” In each case it is believed that certain predetermined, formal qualities define social inquiry. The intent of this paper is to question the assumptions of these curriculum models by examining inquiry as a social system. It will be argued that to understand adequately the nature of research, attention must be given to its potentially conflicting social dimensions, that is, the qualities of personal craftsmanship and community affiliation expressed in a scientist’s work. The craft-quality of inquiry refers to the personal autonomy and responsibility an individual must exercise to practice re- search. This autonomy is concerned with assembling knowledge, processes, and practical skills in a meaningful way. However, the individual researcher belongs to a community which maintains certain standards and norms, formal prescriptions which can deprive the individual scientist of control. Understanding the interplay between social order and personal autonomy provides a way
10 citations