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Toward a Place in the Curriculum for the Arts


by John I. Goodlad — 1992

I shall attempt in this chapter to do three things. First, I shall seek to show how the dominant conception of the role of schools in this country creates an inhospitable context for the arts. Second, I shall seek to show how the conduct of teacher education perpetuates organizational and curricular arrangements and reinforces an ethos in schools that is disadvantageous to the arts. Third, using a concrete example of a faculty group in a junior high school, I shall endeavor to show the obstacles innovative proposals—such as those that include the arts—confront because of community expectations and the regularities of schooling. I conclude on a somewhat upbeat note by suggesting how arts educators might join the mainstream of teacher preparation in the simultaneous renewal of schools and the preparation of teachers.


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This article originally appeared as NSSE Yearbook Vol 91, No. 2.


Cite This Article as: Teachers College Record Volume 93 Number 6, 1992, p. 192-212
http://www.tcrecord.org ID Number: 18883, Date Accessed: 10/23/2017 5:52:51 AM

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About the Author
  • John Goodlad
    University of Washington
    JOHN I. GOODLAD is Professor of Education and Director of the Center for Educational Renewal, College of Education, University of Washington.
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