International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2008, Vol. 4(3) 53-73

Building a Learning Community through   Curriculum

Kevin S. Carroll

pp. 53 - 73   |  Manu. Number: ijpe.2008.004

Published online: October 15, 2008  |   Number of Views: 2  |  Number of Download: 18


Abstract

This paper uses mixed methods to document how a new charter school’s curriculum facilitates in the development of a learning community. The study highlights diverse curricular practices that often do not take place in traditional public schools. The school’s philosophy and curriculum, which is based in social justice,  provides  a  unique environment where students have the opportunity to better  understand  the  world around them while simultaneously building relationships with their classmates  and teachers. Utilizing a methodological combination of observations, informal and formal interviews, document analysis, and a short survey, the paper provides a rich description of the implementation of a charter school's curriculum steeped in critical pedagogy.

Keywords:


How to Cite this Article?

APA 6th edition
Carroll, K.S. (2008). Building a Learning Community through   Curriculum . International Journal of Progressive Education, 4(3), 53-73.

Harvard
Carroll, K. (2008). Building a Learning Community through   Curriculum . International Journal of Progressive Education, 4(3), pp. 53-73.

Chicago 16th edition
Carroll, Kevin S. (2008). "Building a Learning Community through   Curriculum ". International Journal of Progressive Education 4 (3):53-73.

References
  1. Abowitz, K. K. (2001). Charter schools and social justice. Educational Theory. 51 (2), 151-170. [Google Scholar]
  2. Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education. 162 (1), 67-92. [Google Scholar]
  3. Bierlein, L. A. & Mulholland, L.A. (1995). Charter school update & observations regarding initial trends and impacts. Policy brief. Arizona State University, Tempe. Morrison Int. of Public  Policy. [Google Scholar]
  4. Cammarota, J. & Scott, K. A. (2006) Youth Speak out: Students of color and participatory ethnography. Panel presentation at the Annual Meeting of the American Educational Research Association, San Francisco,   California. [Google Scholar]
  5. Christensen, L. (2000). Reading, writing, and rising up. Milwaukee, WI: Rethinking Schools. [Google Scholar]
  6. Cummins, J., Chow, P., & Schecter, S. R. (2006). Community as   curriculum. [Google Scholar]
  7. Language Arts, 83(4), 297 [Google Scholar]
  8. DeSchryver, D. (1999). School choice today. Center for Education Reform, Washington, D.C. [Google Scholar]
  9. Dewey, J. (1938). Experience and education. NY, NY:   Touchstone. [Google Scholar]
  10. Edelsky, C.; Draper, K. & Smith, K. (1983). Hookin’em in at the start of school in a ‘whole language’ classroom. Anthropology & Education Quarterly, 14 (1), 256- 281. [Google Scholar]
  11. Ellis, W. N. (2000). Community life long-learning centers. In R. Miller. Brandon (ed), Creating learning communities. VT, The Foundation for Educational Renewal: 14-21. [Google Scholar]
  12. Eryaman, M. Y. (2007). From reflective practice to practical wisdom: Towards a post-foundational teacher education. International Journal of Progressive Education, 3(1), 87-107. [Google Scholar]
  13. Freire, P. (1993). Pedagogy of the oppressed. Trans. Myra Bergman Ramos. New York. Coninuum. [Google Scholar]
  14. Freire, P. & Macedo, D. (1995). A dialogue: Culture, language, and race. Harvard Educational Review. 65 (3), p.  377-402. [Google Scholar]
  15. Gifford, M., Phillips, K.& M. Ogle. (2000). Five year charter school study: An overview. Arizona education analysis. Goldwater Inst., Phoenix, AZ. Center for Market-Based Education. [Google Scholar]
  16. Goodman, K., Shannon, P., Goodman, Y. & Rapaport (2005). Saving our schools: The case for public education. RDR  Book. [Google Scholar]
  17. Gresham, A., Hess, F., Maranto, R. & Milliman, S. (2000). Desert bloom: Arizona’s free market in education.  Phi Delta Kappan. 81 (10),   751-757. [Google Scholar]
  18. Gutiérrez, K. (in press). Intersubjectivity and grammar in the third space. Mind, Culture and Activity. [Google Scholar]
  19. Gutiérrez, K. (2002). Studying cultural practices in urban learning   communities. Human Development, 45(4),  312–321. [Google Scholar]
  20. Holland, N. E. (2006). ... And yes, school size matters: Creating communities for teaching and learning. Paper presented at the annual American Educational Research Association meeting in San Francisco,  California. [Google Scholar]
  21. Hyslop-Margison, E. J. & Richardson, J. (2005). Rethinking progressivism and the crisis of liberal humanism: Historical and contemporary perspectives on education for democratic citizenship. International Journal of Progressive Education, 1(2), 49-58. [Google Scholar]
  22. Latifia. (2002). My Forbidden Face.  New York, NY: Anne   Carrière. [Google Scholar]
  23. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral   participation. Cambridge University Press. [Google Scholar]
  24. Merriam, S. B. (2001). Qualitative research and case study applications in   education. San Francisco, CA: Josey Bass  Publishers. [Google Scholar]
  25. McCullough, R. G. (2006). Charting new territory: An exploration of teacher choice and experiences in small and charter schools. Paper presented at the annual American Educational Research Association meeting in San Francisco, California. [Google Scholar]
  26. Moll, L. C. & Gonzalez, N. (2004). Engaging life: A funds of knowledge approach to multicultural education. In J. Banks & C. McGee Banks (Eds.), Handbook of research on multicultural education (Second ed., pp. 669-715). NY: Jossey- Bass. [Google Scholar]
  27. Shor, I., & Freire, P. (1987). A pedagogy for liberation: Dialogues on transforming education. Westport, CT: Bergin & Garvey  Publishers. [Google Scholar]
  28. Short, K. G. (1990). Creating a community of learners. In K. Short & K. Pierce  (Eds.), Talking about books: Creating literate communities. Ports- mouth, NH: Heinemann. [Google Scholar]
  29. Short, K. G. & Burke, C. L. (2001). Curriculum as inquiry. In Sibel Boran and Barbara Comber (eds.) Critiquing Whole Language and Classroom Inquiry. National Council of Teachers of English,  18-41. [Google Scholar]
  30. Spradley, J. P. (1979). The ethnographic interview. United States: Holt, Rinehart and Winston. [Google Scholar]
  31. Suoranta, J. & Moisio, O. (2006). Critical pedagogy as a collective social expertise in higher education. International Journal of Progressive Education, 2(3),   47-64 [Google Scholar]
  32. Turning Points. (2005). Turning Points Transforming Middle Schools. Found on October 9,  2005 at: http://www.turningpts.org/work.htm [Google Scholar]