Medical discourse currently dominates as the defining framework for madness in educational praxis. Consequently, ideas rooted in a mental health/illness binary abound in higher learning, as both curriculum content and through institutional procedures that reinforce structures of normalcy. While madness, then, is included in university spaces, this…

In open and higher education, digital technologies are increasingly used to enable flexible learning pathways and unbundle programs into separate courses. Whereas technologies have been praised for enhancing the flexibility of curricula, the implications of going digital have yet to be fully explored in curriculum studies. This article aims to…

This article pays tribute to Allan Luke's work as a pedagogical gift. His ability to bring sociological theories of power, identity and the body to bear on conceptualizing critical literacy is a gift. His research with indigenous populations, and his writing on inclusive curriculum, genres of power and double consciousness resonate in South Africa…

Liberal education has long been a fascination for scholars and educators. At one time largely the concern of colleges and universities, over the years it has become central to the discussion of general education in both schools and colleges. Yet it has not been without its critics even from within. In asking what it means to be an educated person…

Relating curriculum education to the practice of teaching, the author proposes and describes the education and role of chairman of school curriculum groups. Such chairmen would shift the school curriculum initiatives from theoretical research to local practice and would reflect the policies of curriculum educators at the graduate level. (JW)

Compares Joseph Schwab's theory to John Dewey's, examines conceptions of educational and social science research implicit in Schwab's work on the practical, considers his view of teaching and its knowledge base, and discusses the types of inquiry needed to support his designs for the teaching profession and teacher education. (MJL)

The concept of "technology" is reconceptualized and claimed to be necessary before deliberations about the place of technological studies in the curriculum. Discusses how an understanding of technology is influenced by one's view of the role of the university within society. (Author/MLF)

Reveals the intentional and organizational face of graduate education in curriculum by exploring "procedural knowledge" and how its quality is to be judged. Examines case studies of the characteristics and programs of one graduate department of curriculum. (MLF)

The achievement of students in a first-year university biology course is related to two high school variables: the kind of curriculum followed and the level of students' high school biology courses. Students who specialized in biology are compared with students who did not specialize in biology. (Author/MLF)

The rationale, description, and evaluation of a course about adolescence taught to university students. This interdisciplinary approach includes materials from literature, philosophy, history, and the arts. Primary source material is extensively used. (Author/MLF)

Presents teaching writing as one way of teaching the arts of the practical and discusses the relationship between practical and scientific reasoning. Joseph Schwab's career is read as a series of explorations into the consequences of the Prometheus myth for effective action today. (MJL)

Schwab's work in curriculum planning emphasizes the need for eclecticism and the legitimacy of an uncertain, practical orientation. This essay analyzes the effects of Schwab's theory and calls for a new language for education, to be formulated through practical contact with the processes of schooling. (MJL)