Resisting Curriculum Integration: Do Good Fences Make Good Neighbors?

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dc.contributorBadley, Ken
dc.contributor.editorStuart Henry
dc.date.accessioned2017-03-14T14:53:13Z
dc.date.available2017-03-14T14:53:13Z
dc.date.issued2009
dc.description.abstractCurriculum 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.identifier.citationBadley, Ken. "Resisting curriculum integration: do good fences make good neighbors?" Issues in Integrative Studies 27.8 (2009): 113-137.
dc.identifier.issn1081-4760
dc.identifier.urihttp://hdl.handle.net/10323/4450
dc.publisherAssociation for Interdisciplinary Studies
dc.relation.ispartofIssues in Interdisciplinary Studies
dc.titleResisting Curriculum Integration: Do Good Fences Make Good Neighbors?

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Issues in Interdisciplinary Studies Volume 27 (2009)