This book differs from other texts by (a) asking teachers to
construct learning in a more inclusive manner with students, and (b)
offering readers strategies they probably have not encountered in
their own schooling.

The purposes of this book include three main strands: action
research (reflective planning and practice), critical pedagogy
(dialogue and problem-posing) and critical literacy (effective
use of language in authentic situations). Constructivist in intent,
all three strands encourage lifelong learning for teachers and
students.

Joint Curriculum Design centers upon teachers and students who
confronted the limits of traditional instruction, rejected the status quo,
and redefined roles to make learning more meaningful. Stories
derive from suburban and urban settings across a wide socio-eco-
nomic range. Joint curriculum design appeals to teachers who model
lifelong learning and to adolescents who, as they mature, seek
relevance in their work, independence in thought, and opportunities
to articulate beliefs.

Examples reveal that teachers and students displayed imagina-
tion and initiative as they increased resources for more effective
learning experiences. This book invites you to join the process, to
construct meaning in terms that best support mutual efforts and
intentions for intellectual growth.

An extended theater metaphor frames the book to spotlight how
teachers and students are active "players," arriving at original in-
sights and ideas, in the spirit of inquiry and investigation, as well as
through unexpected, "improvisational" moments. This book sug-
gests strategies to build and sustain a "setting" based on "dialogue,"
preferably from the first class meeting, but possible at any point
teachers and students wish to engage in change. (The main study
in this book began mid-school year). Stories cover Grades 7 through
12 and depict the work of planning "behind the scenes," as well as
"acting onstage." Anecdotal narratives exemplify and attest to the
vitality of working as "ensembles."

Intentionally inductive, individual chapters serve as explorations
that can stand alone, but cumulatively offer philosophies of teaching
that underscore the thoughts, perceptions, and actions of various
players. Each chapter examines ideas that depend on mutual trust,
joint risk-taking, and shared control.

-xiv-