Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Curriculum Field in the Making: Influences That Led to Social Efficiency as Dominant Curriculum Ideology in Progressive Era in the U.S.
Linnaeus University, Faculty of Social Sciences, Department of Education.
2017 (English)In: European Journal of Curriculum Studies, ISSN 2182-7168, Vol. 4, no 1, p. 618-628Article in journal (Refereed) Published
Abstract [en]

This article problematizes the development of curriculum field in the United States at the turn of the 20th century. During the time, the curriculum field was – and to some extent still is - far from a clearly defined, unified, wellestablished theory of education or education programme. The present article addresses the development of curriculum field in the United States through a historical lens. Specifically, it initially briefly discusses the four widelyrecognized competing curriculum ideologies or approaches, namely humanists, developmentalists, social reconstruction, and social efficiency, as well as European influences on these approaches. In the second part, it discusses how social efficiency model became the prevailing education ideology throughout the 20th century to date in the U.S. context. It is concluded that prevailing interests and needs of the U.S. at the turn of 20th century aligned well with promises of social efficiency education ideology, thus, paving the way for it to become the dominant curriculum approach that we know today, while the other ideologies remained part of U.S. mainstream education to lesser extent, and never ceased to exist completely.

Place, publisher, year, edition, pages
Online: European Association of Curriculum Studies , 2017. Vol. 4, no 1, p. 618-628
Keywords [en]
Curriculum, Humanistic approach, Developmentalist approach, Social reconstruction, Social efficiency
National Category
Pedagogy Didactics
Research subject
Pedagogics and Educational Sciences, Education; Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-69841OAI: oai:DiVA.org:lnu-69841DiVA, id: diva2:1173938
Available from: 2018-01-15 Created: 2018-01-15 Last updated: 2018-01-26Bibliographically approved

Open Access in DiVA

fulltext(268 kB)127 downloads
File information
File name FULLTEXT01.pdfFile size 268 kBChecksum SHA-512
24c4a12230f7f3623c4b509a1ce2a19bd404ffd1b518c832fddc1d812c1f10ba2de58feab5e0100f35ae198b8544815e962049afe8152b3cfeab6e88bc2f90b0
Type fulltextMimetype application/pdf

Other links

Fulltext

Search in DiVA

By author/editor
Tahirsylaj, Armend
By organisation
Department of Education
PedagogyDidactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 127 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 305 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf