Teachers, Teaching, and the Workplace: Omissions in Curriculum Reform

Abstract

This paper examines the construction of art knowledge and the weakness of curriculum reform proposals that ignore workplace constraints. Curriculum reform is viewed as a sociopolitical effort to construct and redefine disciplinary knowledge which helps shape what is to be constructed as art knowledge in schools. Findings from research on teachers, teaching, and workplace constraints are presented as important considerations in assessing the myth or viability of curriculum reform in the arts.

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