Designing the Classroom Curriculum
Chapter 3 : Curriculum Theory and Development
In Chapter Two we explained the many uses and contexts associated with the term curriculum . We have done this by locating the term ‘ curriculum ’ in the lexicon of teachers and teaching and in the changes that have taken place in the what , of curriculum in recent years . The term ‘ classroom curriculum ’ is best used to describe the global plan for what the teacher will do with students and we adopt this use of the term from now on . In this chapter , we explore some theoretical perspectives concerned with the development of curricula , primarily at the school and system level and extend this to the classroom curriculum context . The chapter analyses existing classroom curriculum development models and points to their role in producing what we refer to as a pedagogic “ void ” in the teaching profession . We outline a remedy to this situation in Chapter Four .
Curriculum Theory
The term ‘ theory ’ means a set of interrelated beliefs that guide or control thoughts and actions . When a theory is applied to an idea , in this case curriculum , the set of interrelated beliefs is called a “ theoretical framework ”. A curriculum theory therefore provides those working with curriculum issues with a way of viewing the world and how it works . It also provides a justification for doing things “ this way ” rather than “ that way ”. Knowing how to decode a theoretical framework for curriculum matters is an essential part of the teacher ’ s tool set . An example of how a theoretical framework is structured is that of Kerlinger ( 1986 ), as follows :
1 . A set of interrelated concepts and propositions that . . . 2 . Presents a systematic view . . . 3 . Of a phenomena ( situation ) . . . 4 . By specifying relationships among variables ( components ) . 5 . With the purpose of explaining and predicting the phenomena ( situation ) ( Kerlinger , 1986 , p . 9 ).
According to Pinar ( 2004 ), curriculum theory is the interdisciplinary study of educational experience or more broadly , a distinctive field , with a unique history , a complex present , and uncertain future . Curriculum theory , Pinar argues , is influenced by disciplines in the arts and humanities , by social theory ( including psychoanalytic theory ), and by the social sciences . Curriculum theory is generally concerned with models for curriculum development or models for curriculum design . As Pinar explains , it draws on the philosophical traditions of the West and is greatly influenced by the values different people bring to the curriculum development process . It can be based around scientific or humanistic theory but we believe that Pinar is correct in his description and that the theoretical orientation of curriculum gives a particular flavour to the discussion of curriculum issues , practice and teaching . We return to this point elsewhere in the book .
Rolf and Pechman ( 1995 ) note that a ‘ curriculum theoretical framework ’ may contain the following components :
• Vision statement that sets the rationale for a state / school / institution framework in relation to state / school / institution needs .
• Content expectations / standards , often defined as a combination of subject-area topics and student
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