Part I introduces the intellectual foundations needed for effective curriculum leadership. It explains how curriculum theory helps leaders understand what should be taught, why it should be taught, and how schooling ought to be organized. Glatthorn and his colleagues argue that curriculum decisions are never neutral; they emerge from philosophical, social, and political influences that shape both schooling and society.
1. Meaning and Functions of Curriculum Theory
Curriculum theory is presented as a structured way of thinking about curriculum problems. It provides:
a. Conceptual clarity
Curriculum theory helps educators define what “curriculum” means—whether as content, planned learning experiences, intended outcomes, or actual classroom practices.
b. Foundations for decision-making
Theory offers frames for deciding:
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What knowledge is of most worth
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How learning should be organized
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How curriculum supports individual development and societal needs
c. Guidance for curriculum design and evaluation
The authors explain that curriculum theory informs planning, implementation, and continuous improvement. It connects vision with practice, helping leaders build coherent, purposeful programs.
2. Major Curriculum Orientations
Part I explains several influential traditions in curriculum theory. Glatthorn et al. organize these into broad orientations that shape design and implementation.
a. Academic-rationalist orientation
Rooted in classical ideals, this tradition values the transmission of essential disciplinary knowledge. Its goals include intellectual growth and mastery of structured academic subjects.
b. Humanistic orientation
Emphasizes personal growth, creativity, and self-actualization. Curriculum is learner-centered, flexible, and sensitive to student interests.
c. Social reconstructionist orientation
Focuses on equity, justice, and preparing learners to transform society. Curriculum seeks to develop critical consciousness and democratic engagement.
d. Technological/managerial orientation
Associated with Tyler and Taba, this model views curriculum as a system driven by clear objectives, efficiency, and measurable outcomes. It emphasizes alignment of goals, assessment, and instruction.
e. Constructivist orientation
Highlights learning as the active construction of knowledge. Curriculum emphasizes inquiry, problem-solving, discovery, and building meaning through experience.
The authors emphasize that, in real schools, these orientations coexist and often influence curriculum simultaneously.
3. Curriculum Theory and the Role of the Curriculum Leader
Glatthorn stresses that curriculum leadership requires intellectual competence, ethical judgment, and the ability to work collaboratively. Curriculum leaders:
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Interpret curricular goals within local contexts
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Balance competing values (academics, personal development, accountability, equity)
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Use theory to support wise decisions rather than impose rigid models
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Lead dialogue among teachers, administrators, and communities
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Understand how social forces (culture, policy, economics) shape curriculum choices
The leader’s task is not to adopt a single theory but to integrate multiple perspectives to serve educational goals.
4. Philosophical and Social Foundations
Part I also clarifies the philosophical roots that guide curriculum thinking:
a. Philosophical foundations
These include perennialism, essentialism, progressivism, existentialism, and pragmatism. Each influences ideas about:
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What knowledge matters
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How students learn
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How schools contribute to society
b. Social foundations
The curriculum must respond to:
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Cultural diversity
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Economic demands
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Changing technologies
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Globalisation
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Democratic citizenship
The authors emphasize that curriculum decisions reflect societal expectations and tensions.
5. Linking Theory to Practice
A key argument is that curriculum theory becomes meaningful only when applied. Glatthorn emphasizes:
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Theory provides a lens, not a prescription
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Curriculum leaders must translate theory into coherent, context-sensitive decisions
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Effective leadership blends theory with evidence, professional experience, and stakeholder input
The section concludes that strong curriculum leadership begins with a deep understanding of curriculum theory as a foundation for all subsequent planning and development.
