Editor's Note

As the AAACS begins its second decade of work, the JAAACS editorial team is expanding, in part in response to challenges presented to AAACS members by Peter Applebaum in his presidential address last spring in New Orleans.

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Living in View of the Past

Patrick Roberts

Patrick Roberts introduces the new JAAACS North American Literature Section.

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AAACS Presidential Address
Peter Appelbaum

It is the tradition of the Journal of the American Association for the Advancement of Curriculum Studies to publish the Presidential Address from the year's conference. It is our pleasure in this Eighth Volume to print the address of President Peter Appelbaum.

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Curriculum Studies in Brazil: An Overview

Ashwani Kumar

This article provides an overview of the nature of curriculum studies in Brazil. The evolution of Brazilian curriculum field can be roughly divided into three phases: Pre-Marxist (1950s-1970s); Marxist (1980s-mid 1990s); and Post-Marxist (mid 1990s-present). The pre-Marxist phase of curriculum thinking in Brazil was dominated by a Tylerian instrumentalism. The Marxist phase focused on school-society relationship employing concepts like power, ideology, hegemony, and reproduction. Marxism dominated the Brazilian field until the middle of 1990s when postmodern, poststructural and postcolonial discourses–which emphasized subjectivity, everyday life, hybridity, and multiculturalism–replaced Marxist curriculum thinking.

William F. Pinar, Curriculum Studies in Brazil, published 2011, reproduced with permission of Palgrave Macmillan.

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Curriculum Studies: What is the Field Today?

José Augusto Pacheco

Firstly, we identify some texts referring the state of the field of curriculum studies to then explore their connection with the historical periods in the field.
Secondly, we observe the state of the field by discussing the importance of their ideas for an understanding of the changes within the curriculum field. Finally, we reflect about the worldliness of curriculum studies by focusing on its globalization and diversity, as two referents of the contemporary discourses about the curriculum.

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Toward Objectives and Assessment: Means of Control
Alan Block

In this land of accountability, Ralph Tyler has been crowned King. In this article I attempt to provide some insight from history into Tyler’s renewed ascendency, and to offer an alternative to two contemporary perspectives on this man has been referred to as “The Man Who Taught America to Teach.”

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Restoring the Relationship of "E-valuation" and Curriculum
Nancy J. Brooks

Social forces since the mid-20th century have led to the divorce of the scholarly fields of evaluation and curriculum and have reduced the former to a focus on the technical practice of assessment for accountability purposes. This reading of particular developments within the two fields traces the development of the split but suggests there are compatible frameworks and heuristics within the currently estranged areas that might work in synergy to reinvigorate both of them.

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