The Place of Values in a Teacher-Constructed Global Education Curriculum.

Abstract

This project examines the role of values in a teacher-constructed global education curriculum. Using several strategies, both teacher and student values were made explicit. The teacher's strategy was to pinpoint career events which had impacted on the curriculum that she had designed. These career events were synthesized into several value statements. Action research was used to suggest value positions for the students. The intersection of teacher and student values led to suggestions as to how these intersecting values could be integrated into the teacher-constructed curriculum. Values that did not intersect, and the idea of alienation, a "nonvalue" were also cons1dered as add1tions to the curriculum. The project argues for making the values of all the stakeholders in a teacher-constructed curriculum explicit as a means of continually revitalizing such a document.