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ERIC Number: EJ795721
Record Type: Journal
Publication Date: 2005
Pages: 8
Abstractor: ERIC
Reference Count: 22
ISBN: N/A
ISSN: ISSN-1080-5400
Curriculum Reform and Teacher Education: The Loss of Innocence
Callejo Perez, David M.
Taboo: The Journal of Culture and Education, v9 n1 p73-80 Spr-Sum 2005
In this essay the author attempts to distinguish space as a social aspect of education, see it as a force that shapes the space called school, and evaluate the ability of that public space to represent the needs and desires of the constituents it serves, tackling the essential foundations driving progressive education; seeing and living in the intersections between democracy, freedom, learning, and ownership indispensable to a modern civil state. He argues that "No Child Left Behind" and newly enacted federal/state policy has, sometimes unintentionally, legitimized and birthed reform movements that seek to raze the spiritual core needed to create symbiotic relationships between community, school, and individual. He criticizes the appropriation of progressive language by the teacher education and the state that seek to de-legitimize teachers, students, and communities. The author hopes to address a unique aspect of public education that has been "reformed" by policy and how the curriculum maker has to respond in order to reclaim the place of dialogical conversations belonging to the public in schools.
Caddo Gap Press. 3145 Geary Blvd, PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001