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• to elucidate the concept of curriculum as culture--a revealing system of implicit and explicit beliefs, values, behaviors, and customs in classrooms and schools which are deliberated within communities and other public spheres,
• to acquaint readers with patterns of curriculum thinking that have influenced the development of the concept of cultures of curriculum,
• to offer historical insight about shifting educational and social priorities that have influenced the course of curriculum in American schooling,
• to integrate moral and political discourse into recognition and discussion of curriculum,
• to encourage metaphoric thinking that enables new ways to perceive commonplace assumptions and embedded belief systems,
• to deepen awareness of dilemmas of practice inherent in curriculum work, and
• to hold up each culture of curriculum to critical inquiry of its assumptions, purposes, and claims.
This text is a vital resource for students in curriculum theory, curriculum studies, and history and philosophy of education courses, and should also enter the public discourse as readers bring its ideas and issues into their schools and communities.