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Who Chooses What Is Taught?

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Abstract

This chapter explores the range of issues related to educational and school choice focusing most keenly on choice within the field of curriculum. We examine the history and trends of curriculum choice over the late nineteenth to twenty-first centuries. The chapter argues that there is no one-size-fits-all approach in deciding what is fair for all students when it comes to school choice. The debates operate with important questions including the difference in the purpose of education between public education and private or religious sectors. The sources provide glimpses into curriculum choices relating to early twentieth-century Catholic schools, the public schools of Los Angeles Unified School District in the late 1960s cutting music programs due to budget cuts, and the introduction of whole language curriculum highlighted in Rethinking Schools in the 1980s.

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Author information

Authors and Affiliations

  1. Department of Interdisciplinary Learning and Teaching, The University of Texas at San Antonio, San Antonio, TX, USA

    Ann Marie Ryan

  2. School of Education, Loyola University, Chicago, IL, USA

    Charles Tocci & Seungho Moon

Authors
  1. Ann Marie Ryan
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  2. Charles Tocci
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  3. Seungho Moon
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Correspondence to Ann Marie Ryan .

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Ryan, A.M., Tocci, C., Moon, S. (2020). Who Chooses What Is Taught?. In: The Curriculum Foundations Reader. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-34428-3_5

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  • DOI: https://doi.org/10.1007/978-3-030-34428-3_5

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-34427-6

  • Online ISBN: 978-3-030-34428-3

  • eBook Packages: EducationEducation (R0)

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