dc.contributor | Badley, Ken | |
dc.contributor.editor | Stuart Henry | |
dc.date.accessioned | 2017-03-14T14:53:13Z | |
dc.date.available | 2017-03-14T14:53:13Z | |
dc.date.issued | 2009 | |
dc.identifier.citation | Badley, Ken. "Resisting curriculum integration: do good fences make good neighbors?" Issues in Integrative Studies 27.8 (2009): 113-137. | |
dc.identifier.issn | 1081-4760 | |
dc.identifier.uri | http://hdl.handle.net/10323/4450 | |
dc.description.abstract | 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. | |
dc.publisher | Association for Interdisciplinary Studies | |
dc.relation.ispartof | Issues in Interdisciplinary Studies | |
dc.title | Resisting Curriculum Integration: Do Good Fences Make Good Neighbors? | |