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  • Grundy Map

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    Belinda Allen
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    The document compares three curriculum models: technical, practical, and emancipatory. The technical model has an empirical/analytic focus and is objectivist, rule-based, and control-oriented. The practical model has a historical/hermeneutic focus and is constructivist and judgement-based. The emancipatory model has a critical/reflective focus and is transformational, with a social-critical perspective and emphasis on empowerment through dialogue.

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    The document compares three curriculum models: technical, practical, and emancipatory. The technical model has an empirical/analytic focus and is objectivist, rule-based, and control-oriented. The practical model has a historical/hermeneutic focus and is constructivist and judgement-based. The emancipatory model has a critical/reflective focus and is transformational, with a social-critical perspective and emphasis on empowerment through dialogue.

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    3 views1 page

    Grundy Map

    Uploaded by

    Belinda Allen
    The document compares three curriculum models: technical, practical, and emancipatory. The technical model has an empirical/analytic focus and is objectivist, rule-based, and control-oriented. The practical model has a historical/hermeneutic focus and is constructivist and judgement-based. The emancipatory model has a critical/reflective focus and is transformational, with a social-critical perspective and emphasis on empowerment through dialogue.

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    Comparison of curriculum models

    Chart by Belinda Allen, UNSW, after Grundy, S. 1987. Curriculum: Product or praxis?
    The Falmer Press , London/New York.

    Cognitive interests framework (Habermas 1972)

    Empirical/analytic Historical/hermeneutic Critical/reflective


    TECHNICAL PRACTICAL EMANCIPATORY
    CURRICULUM

    OBJECTIVISM CONSTRUCTIVISM TRANSFORMATIONAL


    assessment of product assessment of process self/peer assessment

    CHARACTERISTICS CHARACTERISTICS CHARACTERISTICS


     positivist  learning-centred  social-critical
     rule-based  judgement-based perspective
     control-oriented  shared control  learners as
     objective (Tyler)  reflective participants
     systems  interpretative  learners as teachers
    management  subjective and vv
    (Rowntree) (Stenhouse)  critical pedagogy
     power outside the  empowerment
    classroom through dialogue
    (Freire)

    ENACTED AS ENACTED AS ENACTED AS


     focus on product  focus on meaning-  negotiated curriculum
     pseudo-scientific making  problematisation of
     difficut to adapt to  teacher-determined learning/ teaching
    new situations (via judgement) situation
     ideas-oriented  process-oriented  learner control
     prescriptive relation  objectives as  action on reflection
    in theory ‘hypotheses’ tested  socially-constructed
     subject to in classroom meaning-making
    supervision  evaluative relation  emancipatory relation
    in theory in theory
     context-sensitive

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