The Politics of Currere in Alienating Times

Tricia M. Kress; Robert L. Lake

The Politics of Currere in Alienating Times

Tricia M. Kress
, Robert L. Lake

Educational Leadership for Diverse Learning Communities Ed.D.

Georgia Southern University

Research & Scholarship: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

Georgia Southern University faculty member Robert L. Lake co-authored "The Politics of Currere in Alienating Times" in Toward a Poor Curriculum.

Book Summary: In 1976 William Pinar and Madeline Grumet published the first edition of Toward a Poor Curriculum in order to express their resistance to “the mind numbing bureaucracy of the accountability trend of the times: behavioral objectives, and to propose a humanities methodology and alternative to the social science inquiries that were dominating research” (Pinar & Grumet, 2014, p. ii). In 2014, with increasing standardization and bureaucratization of both K–12 and higher education institutions, this text remains a relevant and urgent read for educators and researchers alike.

This 3rd edition features new material by the authors and an afterword by Robert Lake and Tricia Kress.

Original language	American English
Title of host publication	Toward a Poor Curriculum
State	Published - Dec 1 2014

Keywords

Currere
Education
Curriculum

Disciplines

Curriculum and Instruction
Curriculum and Social Inquiry
Educational Assessment, Evaluation, and Research
Educational Methods

Access to Document

https://edint.presswarehouse.com/books/BookDetail.aspx?productID=441333

Cite this

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title = "The Politics of Currere in Alienating Times",

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AB - Georgia Southern University faculty member Robert L. Lake co-authored "The Politics of Currere in Alienating Times" in Toward a Poor Curriculum. Book Summary: In 1976 William Pinar and Madeline Grumet published the first edition of Toward a Poor Curriculum in order to express their resistance to “the mind numbing bureaucracy of the accountability trend of the times: behavioral objectives, and to propose a humanities methodology and alternative to the social science inquiries that were dominating research” (Pinar & Grumet, 2014, p. ii). In 2014, with increasing standardization and bureaucratization of both K–12 and higher education institutions, this text remains a relevant and urgent read for educators and researchers alike. This 3rd edition features new material by the authors and an afterword by Robert Lake and Tricia Kress.

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