Details

Autor(en) / Beteiligte

• Talbert, Kevin M

Titel

Engaging Mister Rogers' Neighborhood as a "Great" Curriculum A Curriculum Critique

Ist Teil von

• Journal of curriculum theorizing, 2024-05, Vol.39 (2), p.16-29

Ort / Verlag

Rochester: Foundation for Curriculum Theory

Erscheinungsjahr

2024

Quelle

EZB Electronic Journals Library

Beschreibungen/Notizen

• IN 2011, CURRICULUM SCHOLAR TOM POETTER released a book cowritten with a cohort of his students titled, 10 Great Curricula: Lived Conversations of Progressive, Democratic Curricula in School and Society. A stated goal of their project was to "think curricularly, that is to theorize, to generate new ideas, to critique, and to recognize possibilities as a result of [the authors'] interaction with curriculum and curriculum studies" (Poetter, 2011, p. xvi).1 In what follows, I extend that original work; I offer a curricular critique (Eisner, 2002) of Fred Rogers's magnum opus, Mister Rogers 'Neighborhood, as an example of a "great" curriculum not explored in the original volume. The invitation to see children, yes, but all of us as more fully human is central to Fred Rogers's lifework: the program modeled democratic community; and it cast a vision of a good society built on fairness, justice, diversity, and tolerance. [...]on another level-and this is the level on which he is so often appreciated today-he is a powerful cultural avatar in an age that seems sick with rage and conflict, (p. 358) Indeed, if one were to rest in mere nostalgia for Mister Rogers' Neighborhood, they would miss much of its deep and abiding curricular power as a cultural artifact.