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Article

Curriculum History  

Kelly P. Vaughan

The field of curriculum studies in the United States has transformed from an area of study primarily concerned with curriculum development in schools to one focused on understanding and theorizing curriculum inside and outside of schools. Since the 1960s, the field of curriculum studies also has become more historical. Curriculum history, as a subset of curriculum studies, originated during the reconceptualization of curriculum studies and debates about revisionism within those studying histories of education. The field of curriculum history emerged with a range of perspectives (revisionist, critical, international, postmodern), areas of focus (intellectual histories, single event accounts, biographies, institutional practices), and source materials. The differences in both theoretical perspectives and methodologies require that we move away from the idea of a singular account of curriculum history and toward the concept of a multiplicity of curriculum histories. In the period of post-reconceptualized curriculum studies, curriculum historians have moved the field in multiple methodological and theoretical directions. The areas of curriculum studies and curriculum history continue to develop and change. There are efforts to create a more international understanding of curriculum history. There are also efforts to move beyond linear narratives of progress and revisionist efforts to speak into this field’s silences. Within this complex field, curriculum studies scholars and curriculum historians will continue to grapple with the relationships of past, present, and future; with connections between theory and practice; and with expanding (both geographically and epistemologically) ways of understanding.

Article

Drama in Education and Applied Theater, from Morality and Socialization to Play and Postcolonialism  

Kathleen Gallagher, Nancy Cardwell, Rachel Rhoades, and Sherry Bie

The field of drama education and applied theater is best understood through a consideration of the major developments and aspirations that have shaped its trajectory over three historical periods: the latter years of the 19th century up until 1960, between 1960 and 1990, and the years encompassing the turn of the 21st century, 1990–2015, which was a decidedly more globalized epoch. The drama education/applied theater scholarship of the English-speaking world, including the United Kingdom, Europe, Australia and New Zealand, and North America, offers a fascinating distillation of the relationship between making drama and learning, including the history of alternative forms of education. Scholarship from Asia drawing on traditional forms of theater-making, as well as imported and adapted structures of Western drama education movements, speak to hybrid and ever-expanding practices across the globe. Although young as a discipline within the academy, drama education/applied theater has all but made up for its relative immaturity by spanning a wide domain of multidisciplinary thinking, embracing an eclectic theoretical field that covers an enormous breadth of social issues and a vast range of learning theories, while straddling a compelling spectrum of political positions. The development of the field is infused with pioneering ideas that broke with entrenched historical traditions and habitual ways of learning, harkening toward new ways of thinking, being, relating, and creating. Taking the world as its source material and humanity as its target audience, the history of the progressive discipline of drama education/applied theater tells the story of an ambitious, flawed, idealized, politicized, divisive, and deeply humanistic scholarly and practice-driven field.