Shifting the boundaries: Teachers challenge contemporary curriculum thought

Describes informal curriculum discourse in a group of graduate students and their teacher who met regularly to discuss curriculum theory and research; examines power structure and assumptions, discussing ways in which habitual responses, roles, expectations, and identities were constructed by inters...

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Published in:Theory into practice 1992-06, Vol.31 (3), p.245-251
Main Author: Miller, Janet L.
Format: Article
Language:English
Subjects:
Collaborative learning
Collegiality
Cooperation
Curricula
Curriculum Development
Curriculum Theories
Discussion Groups
Educational administration
Educators
Elementary Secondary Education
Feminism
Graduate Study
Higher Education
Inservice Teacher Education
Pedagogy
Power Structure
Secondary school curricula
Sex Stereotypes
Special education teachers
Teacher Researchers
Teacher Role
Teacher Student Relationship
Teachers
Universities
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container_title Theory into practice
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creator Miller, Janet L.
description Describes informal curriculum discourse in a group of graduate students and their teacher who met regularly to discuss curriculum theory and research; examines power structure and assumptions, discussing ways in which habitual responses, roles, expectations, and identities were constructed by intersections of personal, social, historical, and economic forces. (SM)
doi_str_mv 10.1080/00405849209543549
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identifier ISSN: 0040-5841
ispartof Theory into practice, 1992-06, Vol.31 (3), p.245-251
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source ERIC; JSTOR Archival Journals; BSC - Ebsco (Business Source Ultimate)
subjects Collaborative learning
Collegiality
Cooperation
Curricula
Curriculum Development
Curriculum Theories
Discussion Groups
Educational administration
Educators
Elementary Secondary Education
Feminism
Graduate Study
Higher Education
Inservice Teacher Education
Pedagogy
Power Structure
Secondary school curricula
Sex Stereotypes
Special education teachers
Teacher Researchers
Teacher Role
Teacher Student Relationship
Teachers
Universities
title Shifting the boundaries: Teachers challenge contemporary curriculum thought
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