Curriculum Studies

The article used curricular documents affiliated with 3 different subgenres of Catholic schooling. The author suggests a critical reading of these curricular materials for the purpose of better understanding the kinds of educational messages sent to students through a) the hagiography of saints affiliated with the schools as well as in the b) documents produced by religious orders for lay and avowed teachers meant to propagate a unique schooled experience. In the process, the author draws upon curriculum theory as a way to critique the largely unquestioned kinds of theology-as-pedagogy that become intrinsically influential for teachers and students.

I propose a rich theoretical understanding on Afro-Latino student development based on critical race theory, culturally responsive pedagogy and practice. Addressing racial disparities is about engaging students thereby making their lives better. I believe that creating Afro-Latino pedagogy will create a community of practice in which inquiry is a cornerstone of continuous student self-redefinition through improvement in culturally responsive systems.
We need educators to get involved with Afro-Latino students, our history and the way we occupy space in the Americas in order to address this gap in education.

In this paper, educational pathways emerge from the nexus of ancient narratives and future possibilities. Such imaginings are as much attributed to African American intellectual traditions as to contemporary Afrofuturisms, including those born in histories of Blackness. The overlay of what was and what is not yet is significant because it engenders educational potentialities that are central to aesthetics and onto-epistemological wondering. The author uses seminal dialogues from scholars like Sojourner Truth, Mary McLeod Bethune and Anna Julia Cooper as a springboard for envisioning Afrofuturisms in which schooling functions to transgress the assemblages of violence and capital of shame that pervade classrooms and corridors contemporary education. Not unlike the call of Sylvia Wynter, Sun Ra, bell hooks, Octavia Butler and other Afrofuturist activists of the feminine, this paper (re)imagines schooling from the roots of its past and the future conditional they portend.

ABSTRAK Dalam pendidikan teknikal dan vokasional, penguasaan teori dan amali adalah sangat penting dalam melahirkan modal insan yang berkemahiran dan berketrampilan. Terdapat dua (2) jenis penilaian yang dijalankan iaitu Penilaian Berterusan (PB) yang mewakili 70% dan Penilaian Akhir (PA) sebanyak 30%. Kedua-dua bentuk penilaian ini menilai aspek teori dan amali.Kajian ini bertujuan untuk mengkaji permasalahan yang timbul semasa proses Pengajaran dan Pembelajaran (PnP) dan penilaian akhir amali modul Pembuatan Pakaian di kalangan pelajar Program Fesyen Dan Pakaian(FP. Dalam kajian ini, seramai 45 pelajar Fesyen dan Pakaian telah terlibat sebagai sampel kajian. Kajian ini berbentuk tinjauan dan menggunakan pendekatan kuantitatif. Hasil dari analisis data yang telah dibuat didapati masalah yang paling dominan ialah dari segi penyimpanan dan susan atur hasil pola dan juga pakaian yang telah dihasilkan.

Flipped learning is one of the practices brought about by in the field of technology and pedagogy developments. It is referred to by this name since it reverses the conventional understanding of education. Flipped learning offers students a flexible learning environment and access to information on their request. Also, teachers have the opportunity to get to know their students in a better way and to observe their progress rather than focusing on theoretical information during the course. In this study, it was aimed to investigate experiences and views of the graduates on flipped learning in the course of Curriculum Development. For this purpose, the study was designed in accordance with the phenomenological design which is one of the qualitative research methods. The participants of this study were consisted of nine graduate students. The data were collected through a semi-structured interview form and analyzed through content analysis based on coding. Codes were collected under the themes of "contribution to learning", "contribution to the learner", "contribution to the learning environment" and "limitations". Participants generally considered flipped learning positively, however, they stated that it had some limitations such as feeling of being lonely during learning process and technical problems.

This paper encourages the reader to think about the role history, or foundations, plays in educating graduate students in higher education programs.  In so doing it looks at the types of conversations scholars in other fields and disciplines have had concerning the value of teaching students to think historically in settings where history is not the primary mode of scholarship, before thinking critically about the conversation we have had as it concerns higher education graduate programs.

How do we socially negotiate what is seen or not seen in an institution? This dissertation posits the idea that educational institutions reproduce social exclusions and inequalities both through verbal exchanges and through practices of looking; it aims to apply some theoretical frameworks from the field of visual studies to the study of discourse and subjectivity in the context of higher education. The first part of this dissertation summarizes some of the general currents within the field of sociology of education on the study of the “hidden curriculum,” and, drawing on Foucault’s understanding of disciplinary power, proposes a theoretical approach based in three axes of analysis – i.e., the technical capacities, the systems of communication, and the relationships of power. Following this approach, the second part of this dissertation presents a case study at the University of Guelph. Autoethnographic methods, visual methodologies and qualitative interviews are combined to collect data that are examined according to the defined axes of analysis. Different pedagogical approaches that draw from art education and critical theory are offered to address the non-verbal processes identified within each axis of analysis: “invisible pedagogies” deal with the discursive aspects of the pedagogical settings; “pedagogies of touch” address the role of affect and the body in the reproduction of discourse; and “performative pedagogies” are used to address power relations and to allow for multiple subject-positions in the student-teacher relationship. All of these approaches draw on concepts currently being used in curriculum studies, the aim of this dissertation being to contribute to the development of critical perspectives in relation to the role of the visual in educational research.

In the chronicle of the American education John Dewey has been mentioned as a legend, in the multiple senses of the word. Some have looked at him as just another stone in education’s burial ground, some have treated him as an individual whose life and work have been blown out of proportions, and others have revered him as the philosopher and doctrinarian of the American education, the man who had put flesh and muscle on an educational frame that had been missing direction and purpose. The goal of this paper is to review the framework of Dewey’s educational theory, to examine the implications of one of his most notable and notorious declarations in the light of his educational perspective and the socio-educational circumstance that motivated it, and to assess whether his educational perspective is still relevant for the curriculum of today, or must be relegated to the large educational archive of the United States and of the world.

Derived from Doll’s (1993) seminal conceptualization of a post-modern curriculum with the criteria of 4Rs (i.e., richness, relations, recursion and rigor), the present research continues the effort to complexify and theorize recursion and recursive curriculum. This study re-conceptualizes mathematics curriculum as recursive through the lens of complexity thinking (Davis & Sumara, 2006), which studies complex systems that are adaptive, such as cognition and knowledge. A mathematics curriculum often seems be designed or delivered as linear: a sequence of predetermined, sometimes unrelated, topics with few chances for learners to revisit them from different perspectives. This suggests learning as accumulation with predictable outcomes. Learning, observed through a complexified world view, is neither linear nor predictable. Learning is a self-organizing process through which a learner and her environment co-evolve, and a recursive elaboration through which a learner transforms her previous understanding (Davis & Sumara, 2002; Davis, Sumara, & Luce-Kapler, 2008). Both learners and school subjects are complex systems with a biological structure (Davis & Sumara, 2002) that emerges. This view demands a recursive curriculum that centers on reviewing previously encountered ideas with an orientation towards newness and changes along its formation. What might such mathematics curriculum be like, particularly at high school level, in theory and practice is my research focus.
The research methodology follows the tradition of hermeneutics (Gadamer, 1989/2013) that attends to language and emphasizes emerging understanding through iterative loops of interpretations. The interpretations in this research are informed by three kinds of entry texts, my personal reflections about recursive curriculum, teaching documents (i.e., programs of studies and textbooks), and conversations with teachers, serving to provoke my thinking and generate further reflection subjected to new rounds of interpretations. Several high school mathematics teaching documents from Canada and China were examined to see in what ways a planned curriculum might afford recursion. Conversations with experienced high school mathematics teachers were conducted in professional development workshops and/or individual meetings. Teachers were invited to reflect on their learning and teaching experiences and comment on several teaching and learning practices (e.g., reviewing), and work with me to revise or generate curriculum materials to promote such practices orientated towards helping students to learn something new from what they have encountered before.
This study aims to make a contribution in the field of mathematics education by addressing the gap between the perceived importance of recursive mathematics curricula and the insufficiency of research about them. I expect that this study speaks to a reinterpretation of reviewing, and potentially provokes learners (both teachers and students) to interpret mathematics and curriculum differently and inspires learners to (re)embark a complexified hermeneutic inquiry on recursive mathematics curricula for the purpose of both learning and teaching. This study has led to a metaphorical and iconic image of recursive curricula that represents abundant curriculum possibilities rather than a fixed one. Such visualization can provide theoretical and practical references for mathematics educators and education researchers to draw inspirations from when designing towards recursive mathematics curricula.

In Caribbean Discourse in Inclusive Education, Stacey Blackman and Dennis Conrad respond to traditional notions of inclusive education that omit individuals of African-Caribbean origin and provide a premise for discussing emerging concepts in inclusive
education in the Caribbean context. This premise allows them to move beyond limited notions of inclusive education, such as those that focus exclusively on special education in the region (e.g., Johnstone, 2010). Their comprehensive approach to inclusiveness across countries within the English-speaking Caribbean, emphasis on the complexity of exclusivity as a force that instantiates inclusivity, and explicit focus on special education as an inclusive practice are all elements that allow this book to move discussions of inclusive education forward in ways that reflect a “broad equity agenda for all students” (Waitoller & Artiles, 2013, p. 321).

Education is widely regarded as the key to economic prosperity, the key to scientific and technological advancement, the means to combat unemployment, and the foundation of social equity. Based on this fact, the Federal Government of Nigeria like other developing nations has at different times made serious efforts in increasing the number of children enrolled in primary schools though there are still many more who are not enrolled and who do not complete the primary education. This massive expansion has been possible by the allocation of large sums of monetary allocation to primary education. Although the functionality of this level of primary education is not doubted, in addition to the structural changes made to improve the system, it has been saddled with problems ranging from issues of enrolment, funding, infrastructure, teaching personnel and curriculum provisions. This paper discusses the productivity of primary education and some of the structural changes made to meet the demands of the society. More so, this paper discusses the issues earlier mentioned as the affect primary education system in Nigeria.

The paper explores citizenship positions for the Sami as citizen in the overarching policy document for the Norwegian school. Informed by the perspective that policy documents hold discursive productivity in the Foucauldian sense, this document is regarded as vital for locating normative cultural ideals. The analysis points to three discourses: indigeneity, multiculturalism and the common Norwegian cultural heritage perspective. Although the analysis suggests that there is a variety of possible citizenship identity positions, tensions are located in their ontological and epistemological claims regarding what it means to be Sami. The paper argues that indigenous perspectives might both challenge and complement current ideas of citizenship and human rights education. Notably, indigeneity accentuates the tension between universalism and recognition in human rights education. The paper also points to how the curriculum has great ambitions about the possibilities of inclusive practice wi...

The main purpose of this paper is to survey the origins of educational policies during the colonial period. The emphasis on elite English education, and its displacement from traditional instructional models, resulted in a break with the everyday experiences of the "illiterate masses," and thus reified the gap between the classes. The educated elites' perception of "the uneducated population as an object of moral improvement"  is mirrored in the Utilitarian, Evangelical, Victorian educational models. Though British rule was cast off with relish, the educational models inherited from the colonizers continue to create paradoxical curricular paradigms in post-independence India.

I also briefly trace their appropriation and application by the nationalist movement and the persistence of these pedagogical paradigms in post-independence India. This discussion is situated within a critique of textbook-centered instruction. At the end of this paper I discuss a controversy that arose in the representation of history and the production of textbooks during the Janata government in the late seventies. The central question driving the writing of this paper asks, "Can a modern/traditional multi-ethnic political nation-state such as India, build a democratic entity through the schools, using textbooks as resources?" This paper thus discusses the influences of colonialism and nationalism on curriculum and textbook design in India, and offer a conclusion that raises more questions than answers.

As has happened in many western democracies over the past few decades, post-apartheid South Africa is undergoing educational reform resulting from, among other things, the specification of assessment standards within the school sector. The soon-to-be-replaced syllabi provided some description of what could be taught in a specific subject (the content) as well as broad intentions regarding the aims and objectives of teaching and learning. However, what these syllabi lack(ed) are subject specific assessment standards on which curriculum planning and teaching practice could be based, and from which learner progress might be monitored. The newly formulated National Curriculum Statement (NCS) for Geography in the Further Education and Training (FET) band concerned with Grades 10, 11, and 12, provides the learning outcomes for the band, the assessment standards for each grade as well as broad outlines of content to be covered. Whether these assessment standards will in fact enhance Geography teaching in each of the relevant grades and lead to improved learner achievement will depend on a number of factors. Continuity and progression are two important factors. Recent developments in the area of subject specific assessment standards are described and reflected on and an analysis of the FET Geography assessment standards and their implications for assessment are provided. Introduction Globally education systems are undergoing continuing change. According to Rambuda & Fraser (2004:10), one such change is the shift from a philosophy that focuses mainly on the transmission of information to one based on a constructivist approach to teaching and learning. In South Africa this shift is evident in an outcomes-based education (OBE) curriculum introduced shortly after the country's first democratic elections. The intention of this new curriculum is to replace the traditional pedagogical style of rote learning with more learner centred pedagogical approaches, which engender critical thought. Mason (1999:137) argues that OBE in South Africa aims at addressing the legacy of apartheid by promoting the development of skills to prepare all learners for participation in an increasingly competitive global economy. According to Wilmot (2003:313), OBE is one of a plethora of new education policies which articulate a new vision for education in South Africa. The explicit purpose of these policies is to reconstruct and transform the legacy of the past by focusing on priorities such as achieving redress, equity, quality, and democracy in education. The curriculum change process currently taking place in South Africa will gain further momentum with the phasing in of the National Curriculum Statement for Further Education and Training Schools (General) in the year 2006. Of a total of 247 subjects offered under the current curriculum for secondary schools (Report 550) only 27 subjects (if the three language levels are taken as separate subjects) will, according to approved policy, be offered. Geography as part of the Human and Social Studies learning field will be offered as either a core or an elective subject (Department of Education, 2003a:19). The shift to OBE in South Africa requires changes to assessment practices. In this article we wish to focus on changes in assessment policy which are presented in the National Curriculum Statement for Geography and to identify inadequacies in the policy in what we term continuity and progression. The article is divided into three parts. First we briefly discuss assessment as a key area of curriculum change. Second we discuss the curriculum development process in relation to the NCS for Geography. Third we critically discuss the constructs continuity and progression with respect to the NCS for Geography.

O presente artigo tem como objetivo analisar as ementas das disciplinas obrigatórias que compõe o currículo dos licenciandos do curso de Educação Física da UFRJ, observando se e como a Inclusão é tratada durante sua formação. Para este fim, utilizamos como referencial de análise e discussão a estrutura conceitual sobre Inclusão, compreendida em três dimensões: a construção de culturas, o desenvolvimento de políticas e a orquestração de práticas inclusivas. No que tange a metodologia, realizamos a análise documental; dessa forma, pesquisamos as ementas de todas as 37 disciplinas obrigatórias que compõe o currículo dos licenciandos em Educação Física da Instituição pesquisada, e para a análise dos dados obtidos, utilizamos o método de Análise de Conteúdo. Nesse quadro geral da análise das ementas, observamos que os temas relativos à dimensão da orquestração de práticas inclusivas se apresentam em maior número (36,36%). Muito emparelhados surgem os temas relativos à dimensão da criação...

The infusion of environmental education into a new South African curriculum marks a historic shift from the past where it was marginalised from mainstream, formal education. Through the Environmental Education Policy Initiative (EEPI), environmental education was included as a key principle in the most recent government white paper on education and training. This policy process provided a platform for the establishment of an Environmental Education Curriculum Initiative (EECI) to ensure that environmental concerns form part of the new outcomes-based curriculum (OBE) for South Africa. Many members of the environmental education community have been actively involved in EECI activities and environmental education and OBE was one of the key features at the most recent conference of the Environmental Education Association of Southern Africa (EEASA). In this article we attempt to highlight the parallels between environmental education and OBE and raise a critical debate around the institu...

Held annually, the Teaching Black History Conference aims to improve Black history curriculum decision-making and instructional practice. Individual sessions are led by classroom teachers as well as university professors. This year’s theme is Teaching Black History across the Disciplines: A Black Studies Approach. We are focusing on how teachers can bring aspects of Black history and continue to teach math, science, art, English, etc. This year, our guest panel features Karyn Parsons, founder of Sweetblackberry (http://www.sweetblackberry.org/). You may know Karyn as Hillary from the Fresh Prince of Bel-Aire, a popular sitcom during the 1990s. Sweetblackberry develops Black history cartoons for school children.

Featured presentations include also Black History 101 Mobile Museum (https://www.blackhistorymobilemuseum.com/) and Teaching Tolerance (https://www.tolerance.org/). The conference is for teacher candidates, practicing teachers, teacher educators, community educators, homeschool educators, and anyone interested in furthering Black History Education.

You can register at www.bit.ly/carter-conference-2018. Registration is only 40.00 and can be paid by cash or check. Please send checks to 303 Townsend Hall, Columbia, MO 65211 attention to LaGarrett King, Director. Make the checks payable to the University of Missouri. Please register by June 1, 2018. Any questions, please email cartercenter18@gmail.com.

Thank you,
LaGarrett King
Director
CARTER Center for K-12 Black History Research, Teaching, and Curriculum

Este trabalho tem o objetivo de apresentar uma revisão de literatura das pesquisas no ensino de ciências que discutem como a Educação ambiental (EA) vem sendo inserida nos currículos dos cursos de formação de professores de ciências. Para isso, foi feito um levantamento de trabalhos nas revistas
brasileiras da área de Ensino com conceito A1, A2, B1 e B2 segundo a classificação de periódicos Qualis da Capes, usando os descritores "formação de professores/docente/inicial", "ensino superior" e "educação ambiental". Foram encontrados 14 artigos que são unânimes ao afirmar a importância da
inserção da EA nos cursos de formação de professores para que esta tenha êxito. Mas tais trabalhos discutem formas diferentes para essa inclusão, mostrando uma riqueza de possibilidades, seja por meio da criação de disciplinas, inclusão do tema em disciplinas afins ou de mudanças estruturais
nos cursos de formação de professores.

As an uncompartmentalized way of receiving, processing and acting upon data, with indigenous knowledge one learns by pointedly placing oneself in context with information received, and discerning how it can benefit oneself and all of one’s environment, not only abstractly for the information itself, but spiritually, emotionally and practically. In this, it is timeless and ever adaptive by necessity, even as our environment and populations continue to change. However, the lack of understanding of the scope and philosophy of indigenous knowledge by the European Americans who made themselves dominant on the North American continent and later created the educational system, was never more evident as during their instituting of residential or boarding schools in order to assimilate indigenous children into European mindsets and society. Today, indigenous or “native” knowledge is selectively incorporated into lessons, modules or units in teaching certain subjects. The purpose of this review is to help readers understand that for American society to ever have an “Ourstory”, not just another enforced narrative benefiting those of European heritage, it must first confront and address the history of violence, oppression and injustice to the original peoples of these lands and the effects on the entire society. The omission of accurate, unbiased history in US educational systems and curriculum has been central to this problem. Reformation and inclusiveness can be the solution.

Herbart's work informs scholars of education history and historiography that seek to understand the foundations of modern German-speaking Education. Scholars interested in education reform find guidance and clarity in Herbart's uncompromising commitment to pedagogy for and with the enlightened human being. This is of particular relevance in view of the current policy developments in the German-speaking world that move away from the roots of Didaktik and toward systems of accountability reminiscent of the past 40 years of U.S. education policy.

This book seeks to understand how to internationalize curriculum without imperializing or imposing the old, colonial, and so-called first-world conceptualizations of education, teaching, and learning. The collection draws on the groundbreaking work of Dwayne Huebner in order to invite scholars into conversation with histories of curriculum studies and to posit them within it, opening up new spaces to work in and through curricular issues. This book will appeal to scholars, teachers, and students looking to reconceptualize international curriculum development and theory. (The proof is not representative of final version).