Engaging Mister Rogers' Neighborhood as a "Great" Curriculum

A Curriculum Critique

Dados Bibliográficos

ID21836907
AutoresKevin M Talbert (0000-0002-4965-3454, College of Idaho, autor correspondente)
Ano2024
Volume39
Fascículo2
Páginas16-29
Data de publicação2024-08-22
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Curriculum Theorizing (JOURNAL)
Identificadores do periódicoISSN: 1942-2563 • E-ISSN: 1942-2563
EditoraFoundation for Curriculum Theory (PUBLISHER)
DOI10.63997/jct.v39i2.1139
OpenAlexW4410838395
IdiomaEN
Citações recebidas1

Fred Rogers was a master pedagogue and his magnum opus, Mister Rogers’ Neighborhood, is an exemplary progressive curriculum that endures as a “great curriculum” (Poetter, 2011). Using Poetter’s (2011) “great curriculum” heuristic, this curriculum critique (Eisner, 2002) explores the progressive possibilities of Mister Rogers’ Neighborhood. This critique analyzes Rogers’ staunch advocacy for children and his masterful use of television to model democratic community life. This critique also considers the enduring legacy and, especially, the continuing curricular impact of Fred Rogers’ work

Curriculum · Mathematics education · Pedagogy · Sociology · Architecture, Design, and Social History · Educator Training and Historical Pedagogy · Financial Crisis of the 21st Century · Psychology