Rearranging Michael Apple and Henry Giroud's comments on the drafting of the curriculum

Abstract The aim of this study is to examine and compare the opinions of two prominent theorists in the field of Curriculum Planning, Michael Apple and Henry Giroud. This research analyzes the similarities and differences in their views on the design and development of curriculum planning, especially in relation to the concept of social justice, critical thinking, and the role of culture and ideology in education. In the first part, Michael Apple's comments are examined, who believes that curriculum planning should be criticized from an ideological perspective and designed to promote social justice and focus on cultural diversity. Apple emphasizes that educational content should be critical of power structures and prevailing ideologies and avoid the same standards and performance measurement tests in the second part, the artistic theories of Giroux are analyzed, which sees curriculum planning as a tool for empowering students. Giroux also emphasizes the need to use critical education and believes that students should learn the skills to analyze and critique social structures in order to achieve social change finally, the similarities and differences between the two theorists in the field of curriculum development are examined. Both emphasize the importance of social justice and critical thinking, but Apple is more focused on criticizing prevailing ideologies and power structures, while Giroux emphasizes social empowerment and fundamental changes in society. The research generally analyzes the detailed and practical analysis of these two approaches in the design of curricula and offers suggestions for the future of research and the practical application of these theories in educational systems.

کلیدواژه ها:

Curriculum Planning ، Michael Apple ، Henry Giroud ، social justice ، critical thinking ، ideology ، empowerment ، social