ERIC Number: ED170251
Record Type: RIE
Publication Date: 1976-Oct-30
Reference Count: 0
Educational Polity and Curriculum Design.
Any system for the sponsorship, support, or design of educational projects (such as curriculum projects) has intrinsic biases as to style and content. To test the thesis that these biases are virtually inevitable and precede considered policy, two simplified models of systems support can be used: the "Culture Ministry" approach and the "In Situ" approach. In the "Culture Ministry" approach, which can be described in the actual (though as yet unofficial) emergence of a congeries of governmental agencies, major foundations, and large publishers, curricular and other projects are designed without regard for the cultural realities upon which the schemes are to be imposed. The "In Situ" approach, by contrast, shifts the loci of planning and decision to actual schools in actual communities and sets up collaborative schemes between teachers and subject-matter specialists. In the light of these two approaches, the National Institute of Education should provide for: total separation of initiation and funding of projects; limits on grant size; avoidance of incursions into the private sector; and scrupulous avoidance of any attempt to promote acceptance of new curricula by schools. (Author/DS)
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC. Task Force on Curriculum Development.
Authoring Institution: N/A
Note: Paper prepared for the NIE Curriculum Development Task Force; for related documents, see SP 014 095-115, SP 014 185-186, ED 124 530, ED 140 401, and ED 144 217