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=Reconceptualizing Curriculum = =="a fundamental reconceptualization of what curriculum is, how it functions, and how it might function in emancipatory ways" (Flinders & Thornton, p. 173). == media type="custom" key="7090537"
 * : Found the traditional curriculum (Tyler's principles) inadequate
 * Use diverse traditions to explore the curriculum - psychoanalytic theory, phenomenology, existentialism, autobiography
 * Show a predisposition toward more liberal politics, concerning themselves with issues such as racial, gender and ethnic equity
 * Predominantly focused on changing the ways that curriculum theorists and universities conceptualized curriculum.

=Key Players =


 * ·Grumet, Giroux, Molnar, Huebner, Pinar, Miller and MacDonald

=OVERVIEW =

I. Traditionalists
 * Focus on program development, administrative organization and school evaluation

II. Conceptual-Empiricists
 * Had a stronghold in the American Educational Research Association
 * Focus on behavioral research

III. Reconceptualists
 * Post Sputnik, the field was ripe for reexamination that included more than just educators and educational theorists. (Egea-Kuehne, p.3)
 * Began in 1969 with Joseph Schwab's attack against the traditional curriculum. (Egea-Kuehne, p.3); by late 1990's, was considered melded into mainstream curriculum thinking. (Egea-Kuehne, p. 7)
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">"tends to see research as an inescapably political as well as intellectual act" (Flinders & Thornton, p.172).
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">"works to suppress, or liberate, not only those who conduct the research, and those upon whom it is conducted, but as well those who conduct the research" (Flinders & Thornton, p. 172).
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">teleological (a doctrine explaining phenomena by their ends or purposes) historical view
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">"nearly all accept that a political dimension is inherent in any intellectual activity" (Flinders & Thornton, p. 172).
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">"heightened awareness of the complexity and historical significance of curriculum issues" (Flinders & Thornton, p. 173).
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">identify difficulties that are not necessarily based on the curriculum but are instead intrinsic within the culture itself; therefore, are not "problems" that can easily be "solved" (Flinders & Thornton, p. 173).
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">"fundamentally an intellectual phenomenon, not an interpersonal-affiliative one" (Flinders & Thornton, p. 173).
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">"began as an opposition to mainstream curriculum" but "became this complex field including a broad diversity of perspectives." (Egea-Kuehne, pp. 6-7)

=**<span style="background-color: #ffff00; display: block; font-family: 'Comic Sans MS',cursive;">APPLICATION **=

<span style="display: block; font-family: 'Comic Sans MS',cursive;">RECONCEPTUALISTS AND PROFESSIONAL DEVELOPMENT <span style="display: block; font-family: 'Comic Sans MS',cursive;">Balanced "3S' education: deep //**s**ubject// matter understanding; democratic //**s**elf//, and //**s**ocial// learning. (Kesson and Henderson, 2010)differentiated and Disciplined Approach (Kesson and Henderson, 2010)
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Differentiated - recognizes the teacher as artist; more personal
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Disciplined - discipline from within; power-with relations in education

<span style="display: block; font-family: 'Comic Sans MS',cursive;">RECONCEPTUALISTS AND PRESERVICE TRAINING FOR TEACHERS
<span style="display: block; font-family: 'Comic Sans MS',cursive;">Example from Pinar (1989): Instead of child development class, offer "Experience of Childhood" to include readings in child development psychology, but also fictional readings- both novels and poems - and political and economic analysis of the family, children and schooling.

<span style="display: block; font-family: 'Comic Sans MS',cursive;">**QUESTIONS TO ASK OF EACH OTHER CONCERNING YOUR SCHOOL NARRATIVES** (Grumet, pp.142-4):
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Where do you see issues of power portrayed in this writing? What power is real and what power might be perceived? Where is there "power-with" rather than "power-over"? ((Kesson and Henderson, 2010)
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">What is missing from the story as it is written? Why do you think those elements were omitted?
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">What impact might each story have on your teaching, whether you were the writer or the listener? What does this reflection need to teach us?

<span style="display: block; font-family: 'Comic Sans MS',cursive;">Note: "The writer of the piece maintains possession and authority over his own prose. He need not respond to any questions which call him into territory he'd rather not tread." (Grumet, p. 143)