Curriculum Design and Planning: Using Postmodern Curriculum Approaches

• Published in: Journal of curriculum theorizing Vol. 32; no. 3; pp. 93 - 114
• Main Authors: Patton, Anna Louise, Prince, Krista L
• Format: Journal Article
• Language: English
• Published: Rochester Foundation for Curriculum Theory 01.09.2018
• Subjects: College campuses; Curricula; Curriculum Design; Educational Environment; Equal Education; Equity; Experiential Learning; Higher education; Knowledge; Learning; Learning Processes; Outcomes of Education; Peace; Pedagogy; Postmodernism; Students; Teachers; Teaching; Teaching Methods; Theory; Verbal communication; Violence; United States > US
• ISSN: 1942-2563

[...]we conceptualize curriculum through a perspective of currere: "curriculum [as] a verb, and activity, or...an inward journey," (Slattery, 2013, p.66), and we invite learners to be participants in experiences that call upon their own autobiographies to inform their contributions and knowing in the classroom. [...]our design employs a webbed approach (Appendix A) to curriculum integration in which "a fertile theme is webbed to curriculum contents and disciplines; subjects use the theme to sift out appropriate concepts, topics, and ideas" (Beare, 1997, p. xv). [...]we are aware of the difficult logistics of proposing courses for undergraduate study including finding an appropriate academic department to house the course. [...]residence life and other campus professionals become partners in curriculum evaluation through options such as online written feedback or small focus group sessions with all participants asking questions co-created with instructors to obtain feedback on participant experience.