Blog #5

“Conservative Modernization” v. “Postmodern Curriculum Development” & Currere
I imagine a dialogue between Apple & Slattery would entail an explanation of their beliefs followed by some conversation about the differences between the two. If this factitious dialogue were to occur I believe it would be exciting to be a spectator because they are both so dedicated to their beliefs concerning educational policy. Please find some highlights below:
Michael W. Apple would begin his explanation citing that the educational policies that are promoted by a merger of rightist groups, also known as the forces of “conservative modernization”, have successfully convinced Americans that we can improve our schools by opening them to the free market. Throughout this movement toward marketization we are provided with a new means of evaluating schools: schools becoming factories whose aim is producing ONLY increased test scores. In other words, a student’s worth can only be based on testing. This movement necessitates an alliance of strong state models of accountability, standardized testing, and marketization.
The No Child Left Behind passed by the Bush’s administration, seems to accurately describe how the forces of conservative modernization enact their agendas. Apple questions does this agenda aim to fix the current problems? It is not coincidence that the four basic principles of NCLB align with the agendas of the four main groups, neoliberals, neoconservatives, authoritarian populists & the managerial/new professional middle class, responsible for the conservative modernization. This act specified reforms to please each of these groups, assisting all of them strengthen their rightist agendas. The NCLB Act should add to its title: NCLB except those who were historically and continue to be disadvantaged. It must also be noted that “conservative modernization” may have great intensions, however falls short in our unequal society.
Patrick Slattery would obviously have a differing opinion focusing on postmodern curriculum development and currere. Slattery prefers to speak to the disconnect between personal history and education. Slattery states that, “postmodern curriculum development today investigates narratives that will develop student-centered connections for long-term memory and individual enhancement.”

Traditional curriculum development programs have been devoted to organized goals, measurable objectives and assessment. Slattery’s perspective of education says we should not be focused on the functionality of students once finished with the educational system, but rather as an interdependent group of citizens. Slattery’s view does not look at the educational system as a factory, but rather an autobiographical and phenomenological experience. In addition, postmodern development, the method of currere, should challenge teachers to begin with their individual experience and interconnectedness of all experiences.