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"Franklin, Barry M"
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The discursive roots of the community: a genealogy of the curriculum (Bilingual edition: English/Portuguese)
This article explores discourses constructed about the curriculum in the United States. The highlighted period goes from the 1890s to the first thirty years of the 20th century. Attention is given to the documents produced by the National Education Association (NEA) and the discursive formations outlined by three key individuals: Edward L. Thorndike, Ross L. Finney, and John Dewey. The main issue is about the curriculum as an effort to institute and perpetuate group living and the dispute around the idea of community. : Este artigo explora discursos construídos em torno do currículo nos Estados Unidos. O período destacado se situa entre os anos de 1890 e os primeiros trinta anos do século XX. Destacam-se os documentos produzidos pela National Education Association (NEA) e as formações discursivas delineadas por três indivíduos chave: Edward L. Thorndike, Ross L. Finney e John Dewey. A questão central abordada diz respeito ao currículo como esforço de instituir e perpetuar a vida grupal e a disputa pela ideia de comunidade Este artículo explora los discursos construidos en torno del currículo en los Estados Unidos. El período destacado se situa entre los años de 1890 y los primeros treinta años del siglo XX. Se destacan los documentos produzidos por la Asociación Nacional de Educación (NEA) y las formaciones discursivas delineadas por tres individuos clave: Edward L. Thorndike, Ross L. Finney y John Dewey. La cuestión abordada considera el currículo como el esfuerzo de instituir y perpetuar la vida grupal y la disputa por la idea de comunidad.
Journal Article
Curriculum, community, and urban school reform
This book asserts that efforts to reform schools, particularly urban schools, are events that engender a host of issues and conflicts that have been interpreted through the conceptual lens of community.
eBook
Curriculum reform in a globalised world: the discourses of cosmopolitanism and community
Under conditions of globalisation, the discourse of cosmopolitanism adds a new dimension to analysis of curriculum reform. We examine the meanings and contentions of curriculum as a regulatory function in rapidly changing, global communities. We examine cosmopolitanism and curriculum through the lenses of two cosmopolitan discourses, neoliberal and democratic. This provides a theoretically complex snapshot of how the discourse of cosmopolitanism reflects different ideologies concerning community and curriculum reform. We support and conclude with a curriculum proposal promoting a democratic cosmopolitan discourse that is culturally responsive, democratic, and socially just in the face of neoliberal globalisation.
Journal Article
Gone before you know it: urban school reform and the short life of the Education Action Zone initiative
This essay explores the fluctuations in and short-lived nature of urban school reform through a study of the Education Action Zone (EAZ) programme of Britain's New Labour government. Using the notion of civic capacity as a theoretical framework, the essay looks at this reform from the perspectives of its government proponents, critics outside of government and those who work within one such zone in an economically distressed borough of London given the pseudonym of North Upton. The essay concludes by looking at what our case study of North Upton tells us about the causes of this problem and how it may be remedied.
Journal Article
Discourse, Rationality, and Educational Research: A Historical Perspective of \RER\
In this essay I explore the relationship between research reviews and the fields of study to which they pertain. Using the curriculum field as an example, I argue that such reviews are venues where fields of inquiry are constituted, reproduced, and over time changed. This construction occurs, I suggest, as the discursive practices or rules of reasoning embedded in the language in which these reviews are framed are transformed into curriculum policies or programs through a process that I liken to state building. Both these discursive practices and the policies which they allow constitute the regulative mechanisms of the curriculum. I use the issues of the \"Review of Educational Research\" devoted to curriculum from 1931 through 1969 to explore this topic. Undertaking a genealogical examination, I explore the lineage of these discursive practices, paying particular attention to their patterns of discontinuity over time. I use this genealogy to suggest how the curriculum field was constructed and to identify its regulative impact. In doing so, I look at how curriculum discourse works as an instrument of power. I conclude the essay by considering what this exploration tells us in general about the relationship between reviews and fields of inquiry.
Journal Article
From \Backwardness\ to \At-Risk\: Childhood Learning Difficulties and the Contradictions of School Reform. SUNY Series on Youth Social Services, Schooling, and Public Policy
The joint efforts of twentieth-century public school administrators and private philanthropy in initiating reforms to provide for children with learning disabilities are examined. The development of these reforms is traced from the establishment of special classes for the backward to the creation of programs for the learning disabled. What this history tells about current efforts to provide for at-risk children is discussed with an exploration of the ways in which school administrators have conceptualized childhood learning disabilities and the institutional arrangements they have introduced to accommodate learning-disabled students. Throughout the century, the preference of school administrators has been to accommodate low achievers in segregated classrooms and programs. The experiences of Minneapolis (Minnesota) highlight the progression and demonstrate the problems that remain. Although the label has changed for these children, they are still being separated from the mainstream. (SLD)
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