Images of Curriculum

In this episode I unpack an excerpt from Schubert’s (1986) book titled “Curriculum: Perspective, paradigm, and possibility,” which describes different examples, intents, and criticisms of “images” or “characterizations” of curriculum.

  • Welcome back to another episode of the

    CSK8 podcast my name is jared o'leary

    each week of this podcast is either an

    interview with a guest or multiple guest

    or a solo episode where i unpack some

    scholarship in relation to computer

    science education in this week's episode

    i'm unpacking a section of a chapter

    titled images of curriculum and the

    chapter is from a book titled curriculum

    perspective paradigm and possibility and

    it was written by william h schubert and

    if i had to summarize this section of a

    chapter into a single sentence i'd say

    that this excerpt describes different

    examples intents and criticisms of

    images or characterizations of

    curriculum now this is a little

    continuation of some discussion on

    curriculum so two weeks ago i released

    an episode where i talked about

    integration as it relates to curriculum

    and two weeks before that i specifically

    discussed a paper that i wrote on the

    integration or intersections of music

    and computer science so just as there

    are many different ways that you can

    conceive of integrating curriculum there

    are also many different ways that you

    can conceive of curriculum in the next

    unpacking scholarship episode i'll kind

    of dive into

    some of the more subtle ways to think of

    curriculum in terms of what is taught

    what is learned implicit things that are

    learned hidden things that are learned

    all sorts of interesting stuff in my

    nerdy opinion as always there are show

    notes that you can find by clicking the

    link in the app that you're listening to

    this on or you can visit jaredlery.com

    there are links to hundreds if not

    thousands of free computer science

    education resources as well as a bunch

    of gaming drumming stuff because i

    create a lot of content for work and for

    leisure speaking of work this podcast is

    powered by boot up which is the

    non-profit that i work for and you can

    learn more about the free curriculum

    that i create or the professional

    development by clicking the link in the

    app that you're listening to this on or

    by simply going to bootuppd.org so on

    page 26 of this particular chapter

    here's a quote that kind of describes

    what are images or characterizations

    quote i use the terms image and

    characterization rather than definition

    because they denote a broader

    conceptualization than the label for a

    thing to make curriculum an object

    reduces its richness and rules out

    presentation of certain key

    conceptualizations that are essential to

    an understanding of the field end quote

    now the way that the author presents

    these different images or

    characterizations is in dialogue so they

    provide a description of the intent and

    some criticisms and they do this for

    every one of them so they're not trying

    to say hey this is the one right way to

    do it and all these other ways are the

    wrong way but their intent is to

    position many different ways of viewing

    or conceiving of curricula for different

    purposes just like there are many

    different visions or rationales for

    computer science education and i'll

    include some links to some podcasts that

    talk about that in the show notes and

    just as there are many different ways

    that you can integrate which i talked

    about in the episode two weeks ago there

    are also many different ways of

    conceiving of or creating curriculum and

    i say this as somebody who's done that

    professionally for the past few years

    the design for the curriculum that i

    create that is 100 free at boot up has

    influences and alignment with different

    ways of viewing curriculum that differ

    from other organizations that also

    create computer science curriculum and

    we'll kind of unpack that a little bit

    in each one of them so here's a very

    quick overview of each one of the

    different images or characterizations so

    one way of viewing things is as

    curriculum as content or subject matter

    another one is curriculum as a program

    of planned activities another one is

    curriculum as intended learning outcomes

    next one is curriculum as cultural

    reproduction next one is curriculum as

    experience then we have curriculum as

    discrete tasks and concepts a curriculum

    as an agenda for social reconstruction

    and a curriculum as career now when

    you're listening to each one of these

    different images or characterizations i

    want you to think of whether or not you

    have experienced or even taught one of

    these kinds of curriculum and again

    there's no judgment on them some of them

    are great for some purposes and not so

    great for other purposes and that's okay

    i think that's a good thing especially

    for cs education we need to have many

    different perspectives at the table and

    many different approaches to creating

    curriculum and content okay so let's

    dive into the first one curriculum as

    content or subject area so this is when

    the curriculum is the subjects that are

    being taught so when you hear the words

    curriculum night which is popular in

    some parts of the world you might think

    of an event where maybe some parents

    guardians community members can come in

    and speak with teachers and learn more

    about different subject areas so you'll

    go in there and learn about well what

    are they going to learn in art class or

    in music class or in ela or whatever the

    curriculum is whatever content or

    subject is being taught so this is a

    very broad view of what you might

    conceive of as curriculum so here's a

    quote from page 26 quote educators who

    use this image intend to explicate

    clearly the network of subjects taught

    interpretations given to those subjects

    prerequisite knowledge for studying

    certain subjects and a rationale for the

    ways in which all subjects at a

    particular level of school fit together

    and provide what is needed at that level

    end quote so if we were to think of a

    computer science curriculum at a school

    that has multiple offerings you might

    say in this class we learn ethics around

    computing in this other class we learn

    cyber security in this class we learn

    app development or game development or

    whatever and so each one of those is

    conceived as their own curriculum now a

    criticism that schubert provides is that

    this focus on subject areas can often

    focus so much on the knowledge

    acquisition that it does not account for

    cognitive development creative

    expression personal growth community

    engagement social development etc like

    all these different things that can also

    be a part of a learning experience and

    the author argues that these things are

    essential for us to consider in

    education not only should we think about

    what we intend for the curriculum but

    also what is unintentionally learned or

    taught and i'll talk more about that in

    the next unbacking scholarship episode

    so the next image or characterization

    curriculum as a program of planned

    activities so this kind of an approach

    will typically have a scope and sequence

    some kind of a balance among the subject

    areas or concepts or standards maybe

    some techniques or some motivational

    devices and anything else that can be

    planned in advance so one way you might

    view the curriculum that i create for

    boot up is it's a program of planned

    activities that is a way that you could

    go through it does include a lot of

    different projects that you can create

    it does have a sequence from simple to

    complex there's a lot of motivational

    devices built into it there's a lot of

    teaching techniques embedded throughout

    etc etc so that is a way that you can

    conceive of the content that i create

    however schubert goes on to say that a

    program of planned activities can

    include both a written document like the

    free content in the curriculum that i

    create or it could be any kind of a plan

    that could even be unwritten so while

    the written plans might be the lesson

    plans and the curriculum guides schubert

    argues that there are many other plans

    that you can make that are not

    necessarily written he also points out

    that while the written down guides and

    textbooks and sequences etc can be

    helpful they are better when they are

    resources to use rather than as mandates

    and that is something that really

    resonates with me because one of the

    districts that i used to work in back

    when i taught journal music at band is

    they had a curriculum that you had to

    follow and if you weren't teaching a

    specific lesson on a specific day across

    all of the elementary schools in the

    entire district you would get written up

    so rather than using the curriculum as a

    resource it was a mandate and you'd have

    at least for me one of five different

    administrators who'd come in randomly

    unannounced and checked to make sure if

    you were teaching a specific lesson on a

    specific day among other things which is

    interesting because like if you were to

    go up to most high school band directors

    and ask them to show you like hey what

    lesson plan do you have for the ensemble

    that you're about to work with and

    they'll probably laugh at you because

    most band directors do not have a lesson

    plan they'll have a list of things to

    work through and then a lot of stuff is

    going to come up in the moment and

    they'll be responsive and work through

    things in the moment so what schubert

    indicates is that there's a lot more

    planning that goes on that's not

    necessarily written down and i'd argue

    some of those plans can be improvised on

    the fly so here's a quote from page 28

    quote teachers will sometimes get bright

    ideas on the spur of the moment or will

    have to change plans in midstream

    because of altered circumstances an

    unannounced assembly student lack of

    responsiveness unavailable equipment

    teachers may do a great deal of planning

    while driving to and from work or when

    pondering the next day just before

    falling asleep at night these and

    similar activities are all plans yet

    they may never be written end quote and

    then schubert goes on to clarify that

    the intent of this kind of approach is

    that quote all these plans have purposes

    for which the activities are the vehicle

    it is the activity what students do that

    is the curriculum end quote now here's

    an interesting criticism that schubert

    provides quote to characterize

    curriculum as planned activities is to

    place major emphasis on outward

    appearance rather than inner development

    it values outcomes and neglects the

    learning process emphasis on activities

    implies that more careful attention

    should be given to ends than means for

    example many teachers in school

    districts are so intent on seeing that

    certain activities are implemented the

    activities become the ends in themselves

    there's a tendency to lose sight of

    purposes that the activities serve such

    as their impact on the learning process

    or personal meaning attention to

    pre-specified activities obscures

    consequences that cannot be readily

    anticipated for example 20 children who

    engage in the same creative writing

    activity have 20 quite different

    responses thus it may be more sensible

    to focus on what each student

    experiences than on the planned activity

    itself end quote okay so yeah it's great

    that you're thinking from simple to

    complex scaffolding in things maybe

    using like a brunerian approach where

    you cycle back down spiral down into

    concepts and practices building off of

    the prior knowledge etc etc but the

    focus can be so much on the design and

    the activities themselves not

    necessarily the focus on the inner

    development that is a criticism of that

    approach but again there's a lot of

    positives to it and another criticism is

    that it's focusing on a sequence for a

    group to go through generally speaking

    rather than a sequence for an individual

    to co-construct together so that could

    be another criticism but again there's

    positive approaches to this not saying

    you should never do this but another

    approach the curriculum as intended

    learning outcomes shifts the focus

    specifically on to

    what is intended to be learned so it

    shifts from the means to the ends and

    then here's an interesting clarifying

    quote from page 28 to 29 quote intended

    learning outcomes are not precisely

    equated with curriculum rather

    curriculum is the realm of

    intentionality that fosters the intended

    learning outcomes end quote so while you

    might have an intended learning outcome

    the curriculum itself is not what is

    intended to be learned it's just kind of

    like the medium through which that you

    learn the intended outcomes and schubert

    describes the intent as being explicit

    and defensible in terms of what is

    offered to students however as with all

    of these a criticism is that quote focus

    on intended learning outcomes as the

    prime factor in curriculum draws

    attention away from the unintended

    outcomes which many claim are an

    exceedingly powerful force in what

    students learn in schools these are

    outcomes of the culture of schooling or

    hidden curriculum while all the students

    in a class may demonstrate that they

    have acquired the intended learning

    outcome the consequences of its

    acquisition may be quite different from

    one student to another knowledge that

    helps one student when it combines with

    the rest of his or her cognitive and

    effective repertoire may be enlightening

    while the same intended learning outcome

    may indeed be harmful to another student

    less harmful but still quite powerful is

    the impact that differing organizational

    environments and institutional

    strategies can have on an outcome the

    same intended outcome may become quite

    different when taught by an inquiry

    simulation and lecture method the

    central point here is that intended

    results may be very different from

    actual ones even within a group of

    students who seem to have acquired the

    intended outcomes end quote from page

    scholarship episode we'll talk about

    like some of these terms that are used

    like hidden curriculum intended

    curriculum talk curriculum etc so stay

    tuned it's really important for us to

    consider how different perspectives or

    approaches pedagogies or even content

    can have a profoundly different impact

    on different people while one

    pedagogical approach might work great

    for a specific student or group of

    students that same approach

    might not work very well for another

    which again is why i'm a huge fan of

    multi-perspective list approaches and

    not buying into a specific method or

    idea so check out the podcast that i did

    on methodology i'll include a link to

    that in the show notes by rogelski if

    you haven't listened to that one i

    highly recommend it now if you want a

    more explicit example of how learning a

    concept and using the same approach for

    the same group of students might be

    enlightening for some and might be

    harmful for others think about various

    forms of oppression that have gone on in

    the united states whether it be towards

    people of color indigenous native first

    american first nation etc cultures

    across the americas think about how

    learning about those different histories

    and the way that

    people in the government treated entire

    groups of people for many years how that

    might have a profoundly different impact

    on white kids versus people from within

    those different cultures and speaking of

    cultures the next section on here is

    talking about curriculum as cultural

    reproduction so some people think that

    curriculum should reflect what is valued

    in society or a particular culture so

    think of like civic skills or concepts

    that some people think should be taught

    or explicated in schools here's a quote

    from page 29 that kind of elaborates on

    that quote the job of schooling is to

    reproduce salient knowledge and values

    for the succeeding generation the

    community state or nation take the lead

    in identifying the skills knowledge and

    appreciations to be taught it is the job

    of professional educators to see that

    they are transformed into a curriculum

    that can be delivered to children and

    youth end quote from page 29 so an

    intent behind this is that okay well

    it's impossible for every parent to be

    able to teach their kids adequately on

    their own hardly enough time to do it

    not enough knowledge in different

    subject areas abilities etc or not a

    desire to want to homeschool so they

    need institutions to help reproduce

    different cultural knowledges and values

    for their kids which is one of the

    reasons why some private schools exist

    because they are very explicit about

    this is the set of values that we hold

    and so parents families guardians will

    send their kids to these schools in

    order to have those values taught to

    them explicitly and reinforced in

    different social settings however a

    critique of this is that this view can

    perpetuate some forms of oppression so

    if you haven't listened to the paolo

    ferreri episodes that i've done in the

    past that's a four part series i'll

    include a link to that in the show notes

    but the critique is that we should be

    critical of cultural values and norms in

    society just because of behavior or

    a belief was valued in the past that

    does not mean it's not problematic and

    schubert argues that some teachers might

    consider themselves to be powerless

    however schubert points out that schools

    are part of institutions and society

    that can exert some forces on the

    communities that they serve and i think

    this is one of the big debates about

    whether or not we should have critical

    race theory in the classroom is the

    debate of whether or not curriculum

    should be cultural reproduction so i'll

    talk about that more in a little bit but

    the next one i want to talk about is

    curriculum as experience so this is a

    very john dewey approach to curriculum

    so it's a means and continuum in terms

    of

    you'll learn through the experience and

    the thing that binds this continuum

    together is experience itself so here's

    a quote from page 30 quote the teacher

    is a facilitator of personal growth and

    the curriculum is the process of

    experiencing the sense of meaning and

    direction that ensues from teacher and

    student dialogue end quote so while the

    curriculum as experience approach might

    have some activities or projects or

    things within it it can be done in

    dialogue with students rather than done

    for or designed for students and another

    key distinction is that that's not the

    main purpose of it the point is to have

    an experience we're able to learn grow

    express etc not necessarily go through a

    sequence of events or concepts so here's

    a quote from page 30 and 31 quote

    curriculum as actual learning

    experiences is an attempt to grasp what

    is learned rather than to take for

    granted that the planned intents are in

    fact learned experiences are created as

    learners reflect on the processes in

    which they engage curriculum is meaning

    experienced by students not facts to be

    memorized or behaviors to be

    demonstrated while ideals are indeed

    indispensable in giving direction to

    action they are fashioned as teachers

    and learners interact amid amilu and

    with subject matter that give substance

    to learning in quote so then schubert

    goes on to say that there are four

    different common places in terms of

    curriculum as experience so this was a

    teacher a learner a subject matter and

    milieu which is like context social

    context so we need to look at the

    different intersections and engagements

    that go on between those four different

    areas so it's not just about what the

    teacher is doing or what about the

    learner is learning but it's also

    how the two interact with each other

    through dialogue but the how the two

    interact with each other in dialogue is

    also with dialogue with the subject

    matter and then in social context so how

    are you communicating with your parents

    about this how are you communicating

    with other peers in your class or in the

    school about this all of these different

    four factors

    work together to kind of create this

    gestalt or this entirety of well what is

    an experience or what is a curriculum as

    an experience now because of the four

    things that are all kind of working

    together this is very hard to research

    so this is where the criticism gets into

    so while it sounds great and wonderful

    it's impossible to

    really account for both in terms of as

    an educator facilitator designer or

    curriculum developer but it's also hard

    to research to really figure out well

    how do these all intersect what is going

    on with the teacher what is going on

    with the students so like there's a

    tendency among many

    education scholars who are doing

    research on a curriculum to look at the

    curriculum itself and just the outcomes

    from students but they don't necessarily

    look at well how did the teacher teach

    it compared to a different teacher how

    was the social environment of that

    particular class compared to another

    social environment or milieu how are

    each of the students as individuals

    different from peers in their class and

    different from other populations in

    different parts of the world or country

    or community or whatever it's really

    hard to do research on all these things

    so there's the tendency to have this

    reductionist or simplistic approach in

    education research where we focus on

    just one of these aspects just whatever

    the teacher is doing or whatever the

    learner is reportedly learning or

    whatever the subject matter is or

    whatever the social context is but it's

    how all of these intersect that we

    really have to look at it and if you're

    a teacher who's doing this with let's

    say 30 kids in your class or let's say

    like i was with a few hundred kids in

    your school how are you going to explore

    that intersection with every single

    learner that you're working with that is

    very hard to do unless you take an

    approach that allows you to engage in

    dialogue with students and encourages

    them to come up with their own paths

    that they can forge or follow and

    deviate from in their own learning and

    i've talked about this with john

    stapleton katie henry and catherine

    bornhorst and our discussion on

    rhizomatic learning so i highly

    recommend looking at that and then

    checking out the episodes with katie and

    john if we talk about that in those

    podcasts as well i'll include links to

    those in the show notes and then

    hopefully we'll do an unpacking

    scholarship episode on a paper that john

    and i have submitted and hopefully it'll

    get published down the road all right so

    the next set is curriculum as discrete

    tasks and concepts now i would argue

    that for this one many of the computer

    science standards fall within this

    particular category so it's not just

    curriculum but it's also well the

    standards that inform curriculum here's

    a quote from page 31 quote the

    curriculum is seen as a set of tasks to

    be mastered and they are assumed to lead

    to a pre-specified end usually that end

    has specific behavioral interpretations

    such as learning a new task or

    performing an old one better this

    approach derives from training programs

    in business industry and the military

    end quote so an example of this and it

    also relates to research that i was just

    talking about is you do a pre-test and a

    post let's find out before and after a

    series of discrete tasks on a specific

    concept or practice or whatever the

    intent for this is often to learn a

    skill or set of practices relative to a

    domain however a criticism is that quote

    the whole of most tasks even mechanical

    ones is greater than the sum of its

    parts therefore a simple additive set of

    procedures may produce the appearance of

    a skill well learned but it will not

    provide for a variation that is so

    essential in our changing world this

    requires a knowledge of principles not

    isolated skills or even concepts end

    quote so i really like that point it's

    yeah great that if you want to learn a

    specific tasks or concepts but you also

    need to consider how they work together

    that's one of the criticisms that i have

    for many different approaches to

    learning coding in particular yeah you

    could spend an entire unit just focusing

    on different types of variables or you

    could spend an entire unit just focusing

    on different control structures but the

    interesting thing is not necessarily

    those concepts by themselves but how

    they interact with each other so while

    you could do a lesson on if else

    statements and then do a pre and post

    and see if they understand it what

    matters when you're programming is how

    do those if else statements work with

    all of the other concepts in relation to

    the goals that you're trying to do for

    your program game or whatever so while

    you could do a curriculum as discrete

    tasks and concepts or create standards

    around those things the interesting

    thing is how they are all interconnected

    not necessarily the decomposed abstract

    understandings that are isolated outside

    of actual application within a context

    that is needed but that's my own bias

    being able to do discrete tasks and

    concepts for some subject areas or some

    things is very important so i want to

    fully recognize that hey there is a

    point to this and not just completely

    tear it down so the next area is called

    curriculum as an agenda for social

    reconstruction here's a quote from page

    curriculum holds that schools should

    provide an agenda of knowledge and

    values that guide students to improve

    society and the cultural institutions

    beliefs and activities that support it

    end quote so i unpacked a k-port

    center's culturally responsive

    sustaining

    cs framework and any curriculum that

    follows that might be described as a

    curriculum as an agenda for social

    reconstruction and i say that neutrally

    curriculum that uses this approach or

    curriculum designers who buy into this

    approach are trying to improve the

    social order in some way so some

    examples that are given are quote to

    prepare students who enter the world

    with a fervor to provide greater racial

    equity or more empathic understanding

    among wealthy middle working and poor

    classes of people end quote from page 32

    the intent of this kind of approach is

    that society or culture is not perfect

    and that there is always things that we

    can do to improve it or to build a

    better society and this approach might

    involve a lot of communication and input

    from students and community members

    different perspectives and is centered

    around questions like what should be

    changed how and why now a criticism is

    that quote it is doubtful that schools

    large but not particularly influential

    institutions are politically powerful

    enough to exert major social changes if

    they would become powerful enough to do

    so the desire of educators to voice

    their political beliefs on children and

    youth is tantamount to indoctrination of

    a very serious kind it sparks the memory

    of youth in totalitarian nations who are

    brainwashed to support a revolution or

    to spy on their own families and report

    infractions of rules even in less severe

    cases the question arises as to the

    right of educators to play deity in the

    dictating of social change end quote now

    a question that i have for you is does

    this remind you of discourse from people

    who are against critical race theories

    in schools because it certainly did for

    me so somebody who uses more equity

    centered approaches might be like yes we

    really need to focus on social

    reconstruction somebody else who had

    lines to different images or

    characterizations of curriculum that is

    not for an agenda for social

    reconstruction might disagree with that

    they might think school is not the place

    for this school is a place for a series

    of discreet tasks and learning concepts

    or they just might think school is

    content or subject matter so maybe in

    the equity discussions that we are

    having we need to first figure out well

    how do we conceive of school in the role

    of school maybe people who are that 40

    percent who disagree that equity should

    be discussed in computer science

    education

    maybe some of them think that the reason

    why it should not be discussed is

    because the point is not to work on

    social reconstruction within this class

    the point is to learn the subject area i

    don't know though just trying to provide

    some different perspectives for the

    field to consider because i think it's

    healthy to have dialogue around

    different areas that you might disagree

    with all right so the last image or

    characterization is called curriculum as

    career i believe it's a french term so i

    apologize if i completely mispronounce

    that so for this approach quote the

    curriculum is the interpretation of

    lived experiences end quote from page

    little woo-woo but the concept is that

    curriculum is an autobiographical

    experience so under the example section

    the author writes quote students write

    autobiographical accounts that focus on

    striving to know who

    how and why they have developed as they

    have teachers and or other students

    respond through written or oral comment

    on the writing dialogue ensues and

    creates reconceived visions of self

    others and the world relevant literature

    is introduced and the curriculum becomes

    the process of reconceptualization the

    purpose of reconceptualization is

    individual emancipation from the

    constraints of unwarranted convention

    ideology and psychological

    unidimensionality it is to explore other

    provinces of meaning to envision

    possibilities and to fashion new

    directions for oneself others and the

    world through mutual reconceptualization

    end quote okay i know that sounds weird

    but if you think of curriculum in

    connection with the previous episode

    that discussed rhizomatic learning which

    again is linked to in the show notes

    these two approaches when combined

    together with like different forms of

    assessment like ipsit of assessment

    which is a reflection on your learning

    if you consider this in relation to what

    was just discussed for carrer one of the

    things that i would do in the classroom

    is one have a rhizomatic approach where

    kids could go in any direction they

    wanted spend any length of time on any

    concept or practice that was of interest

    to them and choose when they were done

    with a project and move on to a

    different language platform etc or

    project however as part of an ipsitive

    summative reflection at the end i would

    ask students when they would turn in a

    project what's something that you learn

    how does this compare to what you

    learned previously and how does this

    compare to where you want to go next

    what do you want to learn next this

    approach was heavily informed by this

    writings on career this autobiographical

    narrative of basically how you have

    developed over time in relation to

    learning in a specific content area and

    then trying to set goals for where do

    you want to go next although this really

    resonated with me and it was an approach

    that i tried to come combine with like

    the curriculum as experience and

    curriculum as agenda for social

    reconstruction it does have some

    criticisms so the criticism is that like

    there's so much more to unpack there

    like you could honestly used

    professional therapists i don't know

    maybe even a historian while this really

    resonates for me this approach

    definitely has some criticisms and one

    of the criticisms is that this is really

    difficult to do especially if you're

    working with a bunch of kids again i had

    a few hundred that i work with and

    previously i taught over a thousand when

    i was working in multiple schools and

    traveling between them so to be able to

    sit down and really get to know and

    understand the history the psychology of

    each student is so hard to do from an

    educator's standpoint but if you can

    approach us in a way that students are

    taking control of this exploration and

    narrative i think it's a lot easier to

    do okay so the last part of this section

    kind of elaborates on things and says

    that metaphors are also helpful for

    thinking of curriculum so not just

    images and characterizations in

    particular under three categories of

    production growth and journey so here's

    quotes from page 34. quote production

    provides an industrial model that

    envisions the student as raw material to

    be transformed by a skilled technician

    who uses rigorously planned

    specifications avoids waste and

    carefully sees to it that raw materials

    are used for the purposes that best fit

    them the growth metaphor perceives the

    teacher as an insightful gardener who

    carefully gets to know the unique

    character of the plants students and

    nurtures their own special kind of

    flowering in the travel metaphor the

    teacher is a tour guide who leads

    student through a terrain rich in

    knowledge skills ideas appreciations and

    attitudes the tour guide knows that each

    traveler will respond differently to the

    trip because of his or her unique

    configuration of background ability

    interests aptitudes and purposes end

    quote and while each of these different

    metaphors or the images and

    characterizations might be great for

    some purposes they might not be great

    for other purposes or other individuals

    or communities or groups and the

    interesting thing about teaching is if

    you have a class of 30 kids you might

    have 30 different variations in terms of

    how they respond to each one of these

    different curricular approaches so it's

    very important for us to consider what

    approaches are we using either as a

    whole like in our entire cs program in a

    school or in a specific curriculum that

    we are using like if you were to go back

    and look at the lessons that i wrote for

    boot up you might see that it aligns

    with some images and characterizations

    of curriculum more than it does with

    others which might be different than if

    you would go to look at a different

    curriculum provider and that's okay but

    it's important for us to consider how

    those different images and

    characterizations relate specifically to

    the different values and rationales and

    visions that you hold for yourself your

    program and the kids that you work with

    okay now at the end of these unpacking

    scholarship episodes i'd like to share

    some of my lingering questions or

    thoughts so the first one i want to

    share is that you've likely experienced

    all of these images of curriculum at

    some point whether it was formally or

    informally like through therapy sessions

    for career or through your math class or

    whatever what images characterizations

    and metaphors of curricula resonated

    with you as a student and then the

    follow-up question that i have is well

    how does that compare with as a teacher

    for an example when i was a student i

    loved curriculum as discrete tasks and

    concepts especially when it came to

    music if i knew what i was supposed to

    work on specific skill or to prepare it

    was great to just absorb my mind into a

    flow state of just trying to improve

    that very specific task like playing an

    instrument a specific way but as a

    teacher while i still had fun teaching

    music and things i really really valued

    the cura approach curriculum as

    experience approach social

    reconstruction etc so it was really

    interesting how over time i have shifted

    in terms of what i value as a student

    but then also how what i have valued as

    a teacher has shifted over time to

    different curriculum and for me if we go

    a career approach to think of what are

    the catalysts that led to that shift in

    time and then where do i want to go next

    but to center it back onto the people

    that we work with a follow-up question

    that i have is how do the different

    images characterizations and metaphors

    serve different needs for not only you

    but the people that you work with who is

    it working for and who's it not working

    for is it possible to have multiple

    approaches or perspectives in the same

    space and i would argue yes but if we

    were to zoom back out again my final

    question here is what images

    characterizations and metaphors do some

    domains or fields gravitate towards over

    others especially in computer science

    education or even just thinking broadly

    in education at large do science

    teachers gravitate towards some more

    than arts that would be interesting to

    study but i'm a curriculum nerd as you

    can probably tell now i do want to

    re-emphasize something that i've said in

    many episodes and multiple times in this

    one that i do value

    multi-perspectivalism

    i think it is important that we have

    many different images and

    characterizations of curriculum and we

    can have them all in the same school

    that's cool so this is not me saying hey

    we all have to have

    this approach or that approach but those

    are my perspectives and you may disagree

    with me and if you do feel free to come

    on the show i'm happy to chat with you

    learn from you talk about perspectives

    that i hadn't considered like what

    images and characterizations were not

    mentioned by schubert but stay tuned for

    another unpacking scholarship episode

    that's going to come out down the road

    that's also going to talk about some

    more things related to curriculum that

    we need to consider such as the

    different types of curriculum like the

    intended the taught the experience the

    embodied the hidden the tested the null

    et cetera so we're going to talk about

    that in an upcoming episode so let's get

    nerdy so hopefully that's something you

    look forward to or maybe you even dread

    it let me know in a review but until

    then i just want to say i really

    appreciate you taking the time to listen

    to this i hope you consider sharing this

    with somebody else and i hope when

    you're engaging in discussions around

    integrated curriculum that this provides

    some more nuances into

    not only how to integrate but what we

    conceive of in terms of curriculum as it

    may differ from colleagues that we're

    speaking with thank you so much for

    listening stay tuned for another episode

    next week and until then i hope you're

    all staying safe and are having a

    wonderful week

Article

Schubert, W. H. (1986). Images of curriculum. In Curriculum: Perspective, paradigm, and possibility (pp. 26-34). New York, NY: Macmillan.


My One Sentence Summary

This excerpt describes different examples, intents, and criticisms of “images” or “characterizations” of curriculum.


Some Of My Lingering Questions/Thoughts

  • What images, characterizations, and metaphors of curricula resonated with you as a student?

    • What about as a teacher?

      • How do different images, characterizations, and metaphors serve different needs for you and the people you work with?

  • What images, characterizations, and metaphors do some domains or fields of study gravitate toward over others?


Resources/Links Relevant to This Episode

  • Other podcast episodes that were mentioned or are relevant to this episode

    • CS for What? Diverse Visions of Computer Science Education in Practice

      • In this episode I unpack Santo, Vogel, and Ching’s (2019) publication titled “CS for What? Diverse Visions of Computer Science Education in Practice,” which is a white paper that provides a useful framework for considering the underlying values and impact of CS programs or resources.

    • Culturally Responsive-sustaining Computer Science Education: A Framework

      • In this episode I unpack the Kapor Center’s (2021) publication titled “Culturally responsive-sustaining computer science education: A framework,” which describes multiple courses of action for six core components of culturally responsive-sustaining CS education.

    • Educational Aims, Objectives, and Other Aspirations

      • In this episode I unpack Eisner’s (2002) publication titled “Educational aims, objectives, and other aspirations,” which problematizes behavioral education objectives and discuss two alternative approaches.

    • Fostering Intersectional Identities through Rhizomatic Learning

      • In this episode, Jon Stapleton and I read our (2022) publication titled “Fostering intersectional identities through rhizomatic learning,” which uses mapping as a metaphor for individualized learning.

    • Good (and Bad) Reasons to Teach All Students Computer Science

      • In this episode I unpack Lewis’ (2017) publication titled “Good (and bad) reasons to teach all students computer science,” which problematizes common rationales/myths for teaching computer science in K-12 schools.

    • How to Get Started with Computer Science Education

      • In this episode I provide a framework for how districts and educators can get started with computer science education for free.

    • Images of Curriculum

      • In this episode I unpack an excerpt from Schubert’s (1986) book titled “Curriculum: Perspective, paradigm, and possibility,” which describes different examples, intents, and criticisms of “images” or “characterizations” of curriculum.

    • Intersections of Popular Musicianship and Computer Science Practices

      • In this episode I unpack my (2020) publication titled “Intersections of popular musicianship and computer science practices,” which discusses potential implications of hardware and software practices that blur the boundaries between music making and computer science.

    • On "Methodolatry" and [Computer Science] Teaching as Critical and Reflective Praxis

      • In this episode I unpack Regelski’s (2002) publication titled “On ‘methodolatry’ and music teaching as critical and reflective praxis,” which problematizes the lack of philosophy, theory, and professional praxis in music education. Although this article is published in a music education journal, I discuss potential implications for computer science educators.

    • Pedagogy of the Oppressed

      • Chapter one

        • This episode is the start of a miniseries that unpacks Paulo Freire’s (1970) book “Pedagogy of the Oppressed.” This particular episode unpacks chapter 1, which discusses how oppressors maintain control over the oppressed. Following unpacking scholarship episodes discuss what this looks like in education and how educators can adopt a “pedagogy of the oppressed” to break cycles of oppression.

      • Chapter two

        • This episode is episode two of a miniseries that unpacks Paulo Freire’s (1970) book “Pedagogy of the Oppressed.” This particular episode unpacks chapter 2, which discusses the “banking” approach to education that assumes students are repositories of information, and then proposes a liberatory approach to education that focuses on posing problems that students and teachers collaboratively solve. If you haven’t listened to the discussion on the first chapter, click here.

      • Chapter three

        • This episode is episode three of a miniseries that unpacks Paulo Freire’s (1970) book “Pedagogy of the Oppressed.” This particular episode unpacks chapter 3, which discusses the importance of dialogue when engaging in liberatory practices. This episode builds off the previous unpacking scholarship episodes on chapter one and chapter two, so make sure you listen to those episodes before jumping in here.

      • Chapter four

        • This episode is the final episode of a miniseries that unpacks Paulo Freire’s (1970) book “Pedagogy of the Oppressed.” This particular episode unpacks chapter 4, which synthesizes the concepts introduced in the previous chapters and discusses the difference between anti-dialogical and dialogical practices in education (and at large). This episode builds off the previous unpacking scholarship episodes on chapter one, chapter two, and chapter three so make sure you listen to those episodes before jumping in here.

    • Rhizomatic Learning with Catherine Bornhorst, Jon Stapleton, and Katie Henry

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    • The Centrality of Curriculum and the Function of Standards: The Curriculum is a Mind-altering Device

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    • The Subservient, Co-equal, Affective, and Social Integration Styles and Their Implications for [Computer Science]

      • In this episode I unpack Bresler’s (1995) publication titled “The subservient, co-equal, affective, and social integration styles and their implications for the arts,” which “examines the different manifestations of arts integration in the operational, day-to-day curriculum in ordinary schools, focusing on the how, the what, and the toward what” (p. 33).

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