Developing a curriculum is a comprehensive process that involves constant exploration, experimentation, implementation, and reflection of not only what students need to succeed, but also what teachers and the overall educational community need as well (Richards, 2001) (1). A curriculum document serves as a vision and mission statement for an entire institution. The document is divided into more parts by the active professionals – administrators, teachers, general educators – who lead the educational community while also being instructions for faculty and guidance for students. Eventually, the curriculum document becomes specific classroom objectives, content, and materials that are consumed by the student body. This is a constant process that requires active and critical engagement at every stage because curricula will need to be adjusted based on specific educational communities and the external factors that impact their environments. There is, however, a danger to repeat a process that is known and comfortable, even if it has dysfunctional elements. This paper is an attempt to identify and confront challenges to curriculum reform when tendencies and organizational cultures can lead us to remaining content even while external factors demand progressive change.
ウェイン マルコム (Thu,) studied this question.
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