Integrated Curriculum Practice: An Inclusive and Creative Practice (original) (raw)

While defining or explaining the curriculum, different scholars or academicians have been using different metaphors or images to describe their understanding of it in their best manner. Some of the metaphors such as-curriculum as cooking, curriculum as traveling, curriculum as dancing, curriculum as art and so many others are found to be in use. Amid all these curriculum metaphors, Schubert (1986) also has presented eight different curriculum images/metaphors which are much renowned in the educational research field. The eight different curriculum metaphors which Schubert has presented are-curriculum as content or subject matter, curriculum as experience, curriculum as currere, curriculum as agenda for social reconstruction, curriculum as a program of planned activities, curriculum as intended learning outcomes, curriculum as cultural reproduction and curriculum as discrete tasks and concepts. If we try to see the resemblance of our prevailing curriculum document and practice with these eight curriculum images then a distinct picture can be seen. This picture indicates that our curriculum image is very much aligned with two metaphors of the curriculum. They are-curriculum as content or subject matter and curriculum as cultural reproduction. According to these images, knowledge is a static body that cannot be created but should be transmitted through the compartmentalized approach or separate subject approach (Beane, 1995). Taking this definition and looking into our pedagogical practices then it seems that our practices are largely based on instrumental approach or technical interest guided (Habermas,1972). In such

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