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WebLog Assignment


Working in the course Blog Place produce a weblog (on-line journal) to demonstrate your preparation for class and your engagement with course events including assigned readings, films and invited speakers.


Blogger  / Live Journal /  tumblr





Jennifer EasleyGreg NachmanHannah Kam /  Coreen Schaefer / David Shutkin



In some instances, but not in every instance, I will present questions or queries to guide your blogs.

The form of a given weblog entry is limited only by available technology and can include, separately or in any combination, textual, audio, photographic or videographic information. (There will be a workshop to help you create and begin producing your blog).

Blog entries are due following course events and prior to the next scheduled class meeting.

Check out each other’s blogs! Everyone appreciates comments on their blog!


Blogpost6  The Analytic Moment...

when we attempt to discern how the past inheres in the present and in our thoughts of the future.  And the analytic moment when culture and history inform who we are, what we do and the institutions within which we work? 

(+/- 500 words)


Suggested readings:


Saar, M. (2008). Understanding Genealogy: History, Power, and the Self. Journal of the Philosophy of History. 2 (3). 295-314.


Berliner, D. and Biddle, B. (1995) The Manufactured Crisis.  Chapter Four: Why Now. New York : Addison-Wesley Publishing. pp. 129-172.





BlogPost5 The Progressive Moment


The progressive moment, following Pinar (2010, 1975) involves something of a phenomenological bracketing (not completely, though) of the present and a consideration of the future.  I have attached an excerpt from a paper that Pinar gave at the 1975 meeting of the American Educational Research Association (AERA). Know that we are NOT to follow prescriptively what he outlines. Rather, I invite you to consider his approach and adapt it to your circumstances and interests. (+/- 500 words)


BlogPost4  Reading For Bliss or maybe just Dissonance? or Is there another way to make sense of your everyday experience in school? 

Due February 11 / Session 4 The Regressive Moment


Based on the work of Roland Barthes' The pleasure of the Text, there is a pleasure that corresponds to the readerly text, which does not challenge the reader's position as a subject. Conversely, the writerly text provides bliss, which explodes literary codes and allows the reader to break out of his or her subject position.



I invite you to read the Ravitch and Dewey chapters listed belowMy expectation is that the chapters will develop explanations about schooling in general and the curriculum in particular that might be inconsistent with the conventional assumptions and understandings that inform "business as usual" at your school.  As they are crafted in the text, these ideas might "invite" you, as a reader and as an educator, to try on a different way of thinking. Identify several of these moments,  (that provide this bliss) describe in several sentences (not in a word) your embodied reading experience (feelings) in that moment (anger-- relief--disbelief-- discomfort--betrayal--etc.) and continue to explore instances from your experiences in school that form as examples.  (about 500 words outside the box)



  1. Ravitch (2010) Chapter 2: pp. 15-30.
  2. Dewey (1938) Chapter 2: pp. 25-32.





  1. Grumet, M. (1990). Retrospective: Autobiography and the analysis of Educational Experience. Cambridge Journal of Education, 20(3), 321-325.
  2. Pinar, W. (2012) Chapter two, section one: To Run The Course: Currere. What Is Curriculum Theory. New York : Routledge. pp. 43-49.


The narrative work produced for class on 26 January was inspiring for me. With frequency I heard stories that were familiar because I had read them in your blogs before class! This is important critical work where lived experience and curriculum theory merge. Well done!

Please read Grumet (1990) and the Pinar excerpt both at your earliest convenience. Reflect with these readings about yourself as an educator and writer. Grumet (1990) will help you figure out when to write and how frequently. They will both help you explore your style and voice.


As you read, reflect and comment (in writing) on what you have written to date including your responses to Grumet and Pinar.








bLogPost 2

Based on your reading: 


Dewey, J. (1938/1997) Experience and Education. New York : Touchstone.

Pinar, W. (2012) What Is Curriculum Theory. New York : Routledge.

Ravitch. D. (2010) The Death and Life of the Great American School System. New York : Basic Books.


I invite you to write a first person narrative response to Bill Pinar, Diane Ravitch and John Dewey.  Perhaps this response will take the form of a letter? Or, maybe, it will take the form of an Op-Ed (every pun intended).  However you choose to write, I encourage you to write in the first person, to tell a story or two about your lived experiences in school as a teacher and/or as a student, and to make references (more than one) to the three authors.


(about 500 thoughtful  words)



Personal information
1. Name, hometown, primary email.
2. What name do you prefer to be called?
3. Grade level and subject(s) that you are teaching / want to teach. (For graduate students: undergraduate and graduate degree(s), education license(s), current employment: grade level, subject(s) if applicable, district).
4. What are you into; what makes you special? Share a few “unique” aspects about yourself that would help our classroom community get to know you a bit better.

Learning Style and more: 
5. Being as specific as you can, what must be in place for you to feel comfortable taking intellectual and creative risks in a classroom?

6. I am interested in your perception of yourself as a student. Please describe it. Consider such criteria as a) active oral class participation; b) responsible, timely class preparation (of readings, projects, etc.); c) honest, candid self-assessment; d) awareness of your own preferred learning styles/approaches; e) first thing that you do when you cannot or do not understand something; f)other dimensions you believe to be relevant and informative.

7. Is there anything I should know about you, your learning style, or life situation that may be relevant to your successful performance in this course? (Please decide what to share with the class and what to share in confidence with me).


Education Past and Present

8. Share a formative memory from your experiences as a student and/or teacher.

9. Please discuss what are, for you, the some significant issues or concerns
 facing the field of education right now.

10. Let’s imagine, humbly, that this course is definitely going to be the most meaningful and relevant course you’ve ever experienced. EVER. Drawing on your past experience in classrooms, and thinking uniquely, specifically and BIG, describe what we need to (1) DO (activities/projects), (2) STUDY (content topics and compelling issues/questions), (3) BE (interacting with each other) and (4) AVOID (in the previous three categories) in order for your visionary views of an ideal course to be mostly realized.

About Dr. Shutkin: 
11. Write down a question or two you would like to ask me about myself or the class.



 BLOGPOST5  A Progressive Moment



BlogPost6 An Analytic Moment

BlogPost7 A Synthetic Moment


"One does not throw out social phenomenology here. ...One combines it with a more critical social interpretation that looks at the negotiation of identities and meanings in specific institutions like schools..." Michael Apple, 1977


It could be argued that I have designed an entire course around this assumption.  For this BlogPost, please integrate the phenomenological ideas of Pinar with the critical ideas of Apple in an essay that begins to explore your research concerns. (About 500 words).





Please prepare a brief discussion (3-5 minutes) of ideas / themes you are developing / considering for your research proposal. Include at least one reference (article / book chapter / etc.) to share. (Non-written)








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