Resisting Curriculum Integration: Do Good Fences Make Good Neighbors?
Description
Curriculum integration has a long history. In this paper I catalog several arguments for
resistance against integration and present the historical roots of support for those arguments offered
by critics of curriculum integration. First, I review some linguistic and usage limitations of the term.
Second, I examine several practical and institutional difficulties related to implementing integrated
curriculum. Third, I explore some interconnected psychological and sociological dimensions of
resistance to curriculum integration. Finally, I consider several epistemological dimensions of resistance
to integration, some of which underlie the sociological and psychological aspects. While
recognizing that some resistance to integration will never be answered, I argue that in order to answer
some of the questions raised by this analysis we need more empirical research into integrated
curriculum and integrative teaching.
Citation
Badley, Ken. "Resisting curriculum integration: do good fences make good neighbors?" Issues in Integrative Studies 27.8 (2009): 113-137.
Date
2009