Extracting Sun-Beams out of Cucumbers
The Retreat from Practice in Reconceptualized Curriculum Studies
Bibliographic Data
| ID | 9734728 |
|---|---|
| Authors | William G Wraga (University of Georgia, corresponding author) |
| Year | 1999 |
| Volume | 28 |
| Issue | 1 |
| Pages | 4-13 |
| Publication date | 1999-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x028001004 |
| OpenAlex | W1993165233 |
| Language | EN |
| Citations received | 13 |
| References cited | 18 |
Reconceptualized curriculum theorizing is characterized by efforts to distance curriculum theory far from school practice. The characterization of the "reconceptualization" of the curriculum field as a shift from focus on developing curriculum to a preeminent concern for understanding curriculum and the proclivity to consider virtually all phenomena of life experience as acceptable subjects of curriculum inquiry are examples of a willingness to divorce curriculum theorizing from school practice. Rationales for explicitly distancing theory far from practice have been advanced, as well. This essay documents and explains these three manifestations of the theory-practice split in reconceptualized curriculum studies; evaluates this split against Dewey's educational theory, the obligations of professional schools to practicing professionals, and the ideal of the land-grant university; assesses selected recent proposals for reconceptualized curriculum practice; and suggests implications of the bifurcation of theory and practice for the curriculum field and for schooling. The theory-practice split advocated in reconceptualized curriculum theorizing is regarded as detrimental to the academic field of curriculum and to the prospect for improving curriculum practice in schools
Coronavirus disease 2019 (COVID-19 · Curriculum · Curriculum development · Curriculum mapping · Curriculum studies · Curriculum theory · Distancing · Education theory · Emergent curriculum · Engineering ethics · Field (mathematics · Higher education · Mathematics education · Pedagogy · Political science · Practice theory · Social science · Sociology · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Engineering · Medicine · Political theory and Gramsci · Pragmatism in Philosophy and Education · Psychology
Reconceiving curriculum
Dilemmas in Scaling Up Innovations in Elementary Science Instruction With Nonmainstream Students
Science inquiry and student diversity
Improving science inquiry with elementary students of diverse backgrounds
Centripetal Thinking in Curriculum Studies
From Understanding to Creating Curriculum
More on “The Burdens of the New Curricularist”
Race, Memory, and Master Narratives
Proliferation as More and Other to Mutuality and Synthesis Within Curriculum Studies
Representing Curriculum
Nailing Jell-O to the Wall
Deepening Democratic Curriculum Work
Recovering Curriculum Practice
The sources of a science of education
Social Class Analysis in the Early Progressive Tradition
The Return of Curriculum Inquiry from Schooling to Education
Reply to my Critics
A Last Dying Chord? Toward Cultural and Educational Renewal in the South
Thomas Jefferson and Education
The American College and University
Crusade against Ignorance
Notes on the Curriculum Field 1978
Dreamt into existence by others
A perspective on the gap between curriculum theory and practice
The shifting ground of curriculum thought and everyday practice
Socraticcaesuraand the theory-practice relationship
| Unique citing works | 13 |
|---|---|
| Citations per year | 0,48 |
| Citation span | 1999 - 2014 (16) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 12 |