Fred Rogers was a master pedagogue and his magnum opus, Mister Rogers’ Neighborhood, is an exemplary progressive curriculum that endures as a “great curriculum” (Poetter, 2011). Using Poetter’s (2011) “great curriculum” heuristic, this curriculum critique (Eisner, 2002) explores the progressive possibilities of Mister Rogers’ Neighborhood. This critique analyzes Rogers’ staunch advocacy for children and his masterful use of television to model democratic community life. This critique also considers the enduring legacy and, especially, the continuing curricular impact of Fred Rogers’ work.
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