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ERIC Number: ED334160
Record Type: Non-Journal
Publication Date: 1991
Pages: 26
Abstractor: N/A
Reference Count: N/A
The Teacher and the Politics of Curriculum Development.
Banya, Kingsley
Impressionistic evidence and the literature suggest that questions of objectives are of little importance in most curriculum discussions; rather, people set forth their own goals and then move on to questions of content and materials--a practice that could be called the politics of curriculum development. The context of the case study reported here is the State of Utah where a large number of teachers are young, with limited teaching experience, and where teacher salaries are extremely low. Both qualitative and quantitative methods were used to study the role of elementary and secondary social studies teachers in curriculum development. Each of 200 social studies teachers in 3 school districts was interviewed for 2 hours and then observed in the classroom. Themes that guided the research were: motivation for a new curriculum, the role of politics, and concerns of teachers (curriculum, management, resources). This research concluded that in an unequal power relationship those who hold power often get their way and that teachers often have little actual voice in what concerns them. Many of the teachers in this study felt that they have legitimate rights to change new curriculum proposals to meet their teaching situations and that they should not be treated as mere transmitters of ideas. The current state of affairs does not foster teachers' critical thinking and questioning. As it is, teacher involvement in curriculum development provides legitimation for ideas already held by others. (AMH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Utah