Thinking for social justice in the curriculum

Year: 2001

Author: Cherednichenko, Brenda

Type of paper: Refereed paper

This paper reports the role of teachers in curriculum decision making. It reports work from research which examined teachers' attitudes to and perceptions of curriculum, specifically thinking skills programs. Further, it explores the connections between the development of teacher thinking and social action in the pursuit of democratic and socially just schooling. Despite these goals frequenting the rhetoric, progress in the delivery of such education seems somewhat stifled. The argument proposed is that improving resources and opportunities for conscious teacher thinking and action in the organisation of learning and delivery of curriculum can improve learning outcomes for all students and support socially just and democratic practice.