This article discusses what a teacher education curriculum in professional ethics might be like. Although professional ethics for teachers is not a form of moral education, a curriculum for educators needs to emphasize specific moral concepts that are central to what educators do. (IAH)

The relationship between syllabus content and language teaching methodology is critically examined, and it is argued that many proposals that purport to relate to syllabus design are relevant to methodology only and are actually unrealizable in terms of syllabus and content. (Author/CB)

Discusses the issues of a curriculum of literacy in Canada. Describes the influence of educational trends in the United States and Great Britain. Suggests that the literacy problem is not such a crisis as the media makes it appear. Urges a union of educational and scholarly concerns, building on lessons of history and theory. (DK)

A successful problem-centered program must focus on problem-solving and planning strategies more systematically and intensively than is typical in most classrooms. Teachers can approach problem solving by posing open-ended questions, teaching the steps of thinking, incorporating problem solving into the curriculum, connecting lessons to children's…

Uses data from an ethnographic study of Mexicanos and Anglos in south Texas society and schools to formulate a performance perspective of cultural reproduction and resistance. Examines ethnic and class differences in classroom "making-out" games and the role of pop-culture practices among youth in reproducing class and gender inequities.…

Presents dominant approaches to English teaching as reinforcing social inequality by excluding works considered marginal with respect to mainstream society. Suggests teaching students to critically appropriate the expression of different cultural experiences, providing them with the skills they will need to define and shape, rather than simply…

Using categories of racism, sexism, and socioeconomic stereotypes, 37 stories from adult reading series were analyzed. Compared to a 1977 study, texts have improved only slightly. Reproduction of the cultural and political status quo remains the hidden curriculum of literacy education. (SK)

Discusses how physical educators contribute to social injustice and inequality through the hidden curriculum. The paper examines particular hidden social concepts, patterns, and characteristics that are often taught in physical education. It is argued that these concepts and patterns serve the interests of the dominant groups against the…

Considers, within the multicultural context, the extent to which the elements of "story" are present in the classroom curriculum and how the "telling" momentarily preempts the possibility of all but a single interpretation. The author reconsiders content sources and the blind adherence to these sources which can bias learning…

Discusses how to teach students in an introduction to sociology course about cultural capital as it relates to power relations. States that the course focuses on the relevance of sociological theory, how cultural capital is instilled in students through rules, and resisting rules. Provides examples of each topic. (CMK)

What role do infant and toddler teachers play in transmitting their culture? Symbolic and cultural mediation approaches suggest children learn how to be members of their culture through social interactions and that this process begins at least by 9 months of age if not from birth. In previous cross-cultural studies of early childhood programs,…

The concept of the "hidden curriculum" can reveal complex issues of gender in dance education, ones which often reinforce gender stereotypes in the larger culture. The hidden curriculum, referring to everything students are learning besides what teachers are explicitly teaching, is generated through the taken for granted structures and practices…

This paper examines arguments about the teaching of history in Cyprus, especially as they relate to the cultivation of patriotism. I point out how the narratives of "sacred history" and "dangerous memories" are discursive elements of a pedagogy that aims at maintaining patriotism by preventing subjective and divisive personal…

In this essay, I examine the underlying assumptions of one secondary English teacher, Sara, who professes to teach for social justice, in an urban school. My primary concern arises from a need to clarify what it means to teach for social justice in specific locations, and to look closely at what assumptions teachers have as they teach secondary…

Background/Context: Policy documents such as Title I of the No Child Left Behind Act [NCLB] (2001) direct schools and school systems to funnel resources to students based on their socioeconomic and linguistic status, as well as according to performance on standardized measures of achievement. Such conversations in the US about serving "at…