What's Worthwhile: Engaging the Work of William H. Schubert

• In Event: Engaging Praxis: Curriculum Studies in Classrooms and Communities

Abstract

Professor William Schubert's influence allowed one leader to delve into enduring understandings of curriculum from his teachings of “What knowledge is worthwhile?” The author, a teacher and instructional leader, reflects upon how her goals to develop a curriculum where all students are seen and acknowledged became a quest. As the curriculum was developed, it was tied to instruction and assessment, and Ralph Tyler’s Bloom Taxonomy became a measurement in deciding what curriculum should be taught. It also became evident that there were curriculum developers that excluded
key information and teaching that would allow children of color to see themselves in the curriculum. Dr. Schubert’s (1986) guest speakers provided the author the courage to utilize her position to develop curriculum using the expertise of those teaching and those being taught.

This paper discusses an individual's experience with curriculum as a student to tackle the question of "What knowledge is most worthwhile?" later in her various leadership roles. It describes her lived experience in taking Dr. Schubert's courses then begins to investigate worthwhile curriculum as a teacher and administrator. As the author moved up in her roles, she applied her knowledge of curriculum theory, allowing her to utilize her voice in changing policy and pushing for a curriculum that embraces a sense of belonging.

This paper may benefit school leaders in considering how they can use their position to empower their teachers, parents, and especially children as they become involved in curriculum development, what is being taught, and most importantly, what truly is worthwhile.

Author

• Elizabeth Alvarez
  Presenting Author