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Fads, Fashions, and Rituals: The Instability of Curriculum Change by Herbert M. Kliebard - 1988I should like to offer four hypotheses that could account for the
occurrence of cyclical change in curriculum affairs as it is commonly
observed. The first has to do with a boundless expansion of the scope
of the curriculum in conjunction with direct and immediate utility as
the supreme criterion of success. Second, because the rhetoric
of reform is usually more powerful than the opposition, a reform is
inaugurated without the accompanying structural changes in the
system that are needed in order to make it succeed. Third, the
changes themselves do not so much take the form of one curriculum
ideology actually replacing another as they do a resurfacing of a temporarily submerged position in the light of favorable social and
political conditions. And finally, rapid changes in curriculum fashion are related
to the rise of a professional class of school administrators whose
professional status and perhaps even their survival depend simply on
being at least as up-to-date as the school system down the road.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 87, No. 1. |
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- Herbert Kliebard
University of Wisconsin—Madison
HERBERT M. KLIEBARD is a professor at the University of Wisconsin—Madison in the departments of curriculum and instruction and educational policy studies.
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