Curriculum Design and Planning: Using Postmodern Curricular Approaches

Anna Louise Patton, Krista L Prince

Abstract


This paper offers a model for educators aiming to engage postmodern research and theory as sources of theoretical guidance for curriculum development. Rooted in the literature, this design illustrates the foundational elements of curriculum planning including the classroom environment, student learning assessment, and communication with stakeholders. This plan includes detailed aspects such as goals, content, learning opportunities, modes of presentation, and overall course evaluation procedures.  This curriculum has a transformative and webbed approach to integrated, interdisciplinary curriculum design organized around the guiding question “how have campuses normalized violence in everyday life?” The authors provide examples of teaching that is oriented towards making the familiar strange, facilitating discovery, including autobiographies, and developing experiential opportunities through multi-modal approaches to teaching and learning. Further, the curriculum aims to increase perspectives integrated into the hermeneutic circle of interpretation and includes proactive, critical conversations that challenge the status quo and affirm marginalized voices.


Keywords


postmodern curriculum, campus violence

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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

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ISSN: 1942-2563