Curriculum Studies

Many proponents of current Western societies tend to act as if social reproduction was not adequately managed by families and should be taken care of by schooling. Curriculum makers ask about ‚knowledge is for whom‛ by meaning hidden curriculum. If knowledge is for some people, curricula need to educate productive people in society. This ethnographic study aims to address that in what extent social reproduction is created as an academic knowledge via hidden curriculum in
math class, and what teacher does to transmit the social reproduction to the academic learning situations in the classroom. The effectiveness of teacher factor in creating a productive classroom environment and social production are the lower dimensions of the problem statement. The study was conducted in the natural classroom environment of fourth-grade math in an elementary school in a small town located in the mid-west region of USA. The results of the study prove that curricular and extracurricular activities are mostly circled by the imposition of a cultural arbitrary. Besides, an elementary math classroom allows the students to be shaped by the culture and the disappearing social patterns more than expected

Resumen El diseño curricular en Chile ha dirigido los lineamientos de la educación. Desde que expertos en el área, como Mario Leyton, introducen el concepto diseño curricular, se ha asimilado desde una visión centralizada, donde la escuela y el profesor no participan en los procesos de diseño. Sin embargo, se busca cambiar esta visión hacia una donde el diseño se centre en la escuela, con un alto rol del profesor, tomando en cuenta distintas opiniones y teorías de expertos nacionales. Esta medida no fue concreta al conceptualizar adecuadamente el diseño curricular, por lo que se propone una vía intermedia, realizando un análisis de los procesos contextuales de este concepto. PALABRAS CLAVE diseño curricular, reformas curriculares, sistema educativo chileno Abstract Curriculum design in Chile has directed the guidelines of education. Since experts in the area, such as Mario Leyton, introduce the concept of curriculum design, it has been assimilated from a centralized vision, where the school and the teacher do not participate in design processes. However, we seek to change this vision and move towards one where design centers on the school, with the teacher playing a significant role, taking into account different opinions and theories of national experts. This policy was not made concrete when adequately conceptualizing the curricular design, so an intermediate route is proposed, carrying out an analysis of the contextual processes of this concept. KEYWORDS curriculum design, curricular reforms, Chilean educational system

This paper provides an overview of some educational implications from the current research on cognitive neuroscience for foreign-language learning. Although the potential benefits of such research into language acquisition are great, there are a number of popular myths none of which are supported by scientific evidence. In this paper, three prominent examples of these myths are introduced and it is discussed how they are based on misinterpretation and misapplication from neuroscience research. The first pervasive example of such misconception is the prevalent belief of being the certain critical periods for learning a second language. It implies that the opportunity to acquire foreign languages is lost forever by missing these biological windows. In fact, however, extensive research shows that there are sensitive periods, but not critical periods, during which an individual can acquire certain aspects of language with greater ease than at other times. Another example of myths is a f...

• Why is this important? *Beliefs about what it means to be "college-ready" have not kept pace with changing social realities, particularly regarding demographic trends. * It's time to reexamine our underlying presumptions about our students and how we can provide for their academic success. • Who is it for? *Faculty, administrators, and all individuals who work with students at institutions of higher learning. • How does it work? *We must begin with an honest examination of our underlying beliefs about students and the institution's responsibilities in their education. *Then we must re-evaluate our approach to supporting students regardless of how we may have judged their readiness for collegiate study in the past. • What are the potential benefits? *Forming an accurate view of the students who enroll in our programs will allow us to meet their needs more effectively. *A student-ready mindset also enables us to develop a more positive and proactive perspective on the roles of faculty, students, and the institution in the larger picture of students' education. (c) Bruce M. Mackh, PhD 2019

A Escola deve respeitar as capacidades dos Alunos para que estes possam ser aquilo que desejam, ou seja uma perspetiva humanista da Escola em que o centro e a sua existência está determinada pelos alunos e pela necessidade de dar a estes alunos ferramentas e uma aprendizagem centrada nas competências para que possam sobrevir num futuro, como sempre, incerto. É neste contexto chegamos a uma forma colaborativa de aprendizagem onde o Ensino Experimental ocupa o lugar de destaque na aprendizagem que visa o “aprender a aprender”.
Este texto representa um contributo para a reflexão e uma oportunidade para debater o Ensino Experimental das Ciências e o seu papel na Educação do Séc. XXI.

Disparate and contradicting assumptions about culture play a significant role in how the artist is constructed in the public imagination. These assumptions have important implications for how young artists should be educated and for the curriculum of artistic education. In this article, I theorize three conceptions of the role of the artist in society and the challenge they present for artistic education. I discuss three theoretical conceptions: the artist as Cultural “Civilizer,” the artist as “Border Crosser,” and the artist as “Representator.” Although markedly different, these three conceptions all view the artist as an agent playing an active role in society, or a type of “cultural worker.” I argue that these different views of the artist are grounded on different cultural discourses, that each of these discourses constructs the artist as an individual in a particular way, and that each view of the artist corresponds to specific institutions that mediate the role of the artist in society. Furthermore, I suggest the implications that each of these views has for the curriculum of artistic education and the preparation of cultural workers. I suggest that a contemporary artistic education grounded on these views should affirm the role of the artist in the public sphere of a democratic society.

We sought to examine empirically the prevailing assumption that changing assess- ment can leverage curricular reform. This assumption has been signi® cantly con- ® rmed by our research for the case of mandated high-stakes assessment. Two studies were conducted in the two most populous Australian states, New South Wales and Victoria. In the ® nal two years of secondary school

El ensayo establece la relación entre currículo y calidad de la educación como un compromiso ético con la sociedad, partiendo de un compromiso inicial, que es con la formación misma. De acuerdo con esto, se parte de la consideración conceptual de la calidad, para poder relacionar lo ético con lo formativo pensando a la sociedad, como el vínculo que las instituciones educativas tienen con el contexto. En tal sentido, el artículo se inscribe dentro de las preocupaciones investigativas entre currículo, formación y calidad.

The essay establishes the relationship between curriculum and education quality as a ethic commitment with the society, starting from a previous commitment, with the formation itself. According to this, we begin from the conceptual consideration of quality, to be able to relate the ethic and the formative, considering the society as the bound educative institutions have with the context. In that sense, the article signs itself within the researching preoccupations among curriculum, formation and quality.

Resumo: A Base Nacional Comum Curricular (BNCC, 2016) surge como resultado de uma discussão sobre a necessidade de um currículo comum para o país e propõe para cada área do conhecimento os conteúdos que devem compor os currículos das escolas. Desse modo, levando em consideração a área de Linguagens e a disciplina de Língua Portuguesa, podemos perceber que opções teóricas são feitas durante a elaboração desse documento, todavia não são indicadas. Assim sendo, este artigo tem como foco apresentar a (des)montagem (Le Goff, 1997) da arquitetura conceitual e estrutural da segunda versão do documento no nível do ensino médio. A partir de pesquisa documental, de base qualitativo-interpretativista e situada no campo crítico-colaborativo da Linguística Aplicada (LA), procuramos investigar a Transposição Didática (Chevallard, 2001), ou seja, a passagem do saber científico ao saber escolarizável, a qual (re)define objetos de ensino. Portanto, mostra-se importante desvelar a configuração teórica que emana desse documento com força de lei e quais as implicações para o ensino. Para tal investigação, apoiamo-nos na teoria da

This is one of a set of brief papers within a Point & Counterpoint section of the journal Curriculum Perspectives (Vol. 38, No. 1, 2018), addressed to the theme ‘Regenerating Curriculum Inquiry in Australia’. The paper seeks to provide a conceptual basis for curriculum inquiry, with a view to understanding curriculum specifically as concept.  It is motivated by the notion that ‘curriculum’ as a distinctive term is rarely conceptualised in its own right, let alone problematized, arguing instead that this is necessary and important work. In this context, it offers a strategic synthesis or articulation of ‘reconceptualist’ and ‘deliberationist’ perspectives in recent curriculum inquiry – otherwise all too often presented as at odds – and encourages further work along such lines in the ongoing project of curriculum scholarship.

Mixed-race students have often been overlooked in research regarding racial identity development. Current research tends to focus on models of multiracial identity development and its implications for college instructors and support personnel, but very little research exists to identify the needs of multiracial students while they are in primary and secondary schools. For this reason, the literature review seeks to ask and possibly answer questions related to multiracial identity development and K-12 schooling.

The literature review provided evidence to suggest mixed-race individuals experience monoracism and microaggressions towards their multiracial heritage both systemically and directly at school, in their communities, and within their families. There is a need for more direct support at school for healthy multiracial identity development among students; however, most school staff are ill-equipped to do this. Lastly, there needs to be more research conducted to determine the best practices for school staff to use to support healthy multiracial identity development.

Creative Inquiry frames learning and education as a larger manifestation
of the creative impulse rather than as the fundamentally instrumental acquisition, retention, and reproduction of information, or Reproductive Learning.
Montuori, A. (2011). Creative inquiry. In N. M. Seel (Ed.), The encyclopedia of the sciences of learning. Heidelberg: Springer.

This paper reads Roger Simon’s concept of “transactional memory” in relationship to D.W. Winnicott’s theory of the “transitional space” to examine the emotional dimensions of making historical significance. Drawing on a personal memory ofarchival study with Simon, I suggest that his attention to the ethical qualities of remembrance at the same time offers a theoryof remembrance as a work of creative play that sets into motion the painful and hopeful process of working through the anguish ofloss.

This book provides a source of ideas, case studies and links on how to use new and emerging technologies in innovative and creative ways in the classroom, lecture hall, workshop, salon and studio in your subject specialism. Ideas and tools that apply to a diverse range of subjects which may span from A level literature, to construction, to hairdressing. We recognize the diversity of the sector and the learners and have identified key themes to promote effective teaching and learning in creative and innovative ways.

Este escrito quiere aportar con algunos elementos para el debate en las unidades académicas de las universidades, que cumplieron sus procesos de acreditación de calidad y alta calidad, pero que tienen dificultades para dar cuenta por la evaluación del " desempeño profesoral ". Consideramos que para este propósito es necesario sustentar una concepción particular de la flexibilización curricular en la universidad, como principio fundamental del " desempeño profesoral " , que nos permita reflexionar sobre la esencia de la universidad y sus fundamentos, como una de las tantas sustentaciones que necesitamos para salir de la muy citada " crisis universitaria ".

This document pretends to contribute some elements for the debate within the academic unities of the universities that accomplished their processes of quality and high quality certification, but which still present some difficulties in the process of " teachers´performance ". We consider that for this specific purpose, it is necessary to maintain a particular conception of the curricular flexibility in the university, as a fundamental principle of the " teachers´performance " , which lets us think about the essence of the university and its foundations, as one of the different elements that we need to overcome the so-called u " universitarian crisis " .

International Conference on Education, Pedagogy and Technology (EDUPT 2022) will act as a major forum for the presentation of innovative ideas, approaches, developments, and research projects in the areas of Education, pedagogy & Technology. It also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure and will attempt to publish proposals that strengthen our goals.

Nesta conferência, discutimos e defendemos a instituição de uma Base Nacional Curricular Comum (BNCC), prevista no Plano Nacional de Educação (PNE), aprovado em 2014. Apresentamos os pressupostos teórico-metodológicos uma análise de conjuntura, emergência de um currículo nacional, além de indicar a responsabilidade dos professores de História nessa empreitada. Ao final, listamos nove recomendações que podem auxiliar na viabilização, anida no plano estipulado pelo PNE, ou seja, entre 2015 e 2017, da referida BNCC.

Of Books, Barns, and Boardrooms: Exploring Praxis through Reflexive Inquiry is an engaging and accessible book that is at once scholarly and personal. Dr. Ellyn Lyle explores how self intersects with pedagogy and education in three separate but connected contexts: formal education, horse training (joining-up), and workplace learning. She begins with a narrative of how she learned about reflexive inquiry; from that foundation, she questions how educational systems can both debilitate and inspire, using her own life story and explaining how theories relate to practice. In so doing, Lyle is informative and invitational, providing a model for educators to problematize their own contexts. Most interesting is how she uses the concept of joining-up, not training, when exploring her work with horses. This transferable concept requires educators and learners to communicate, build reciprocal relationships, work towards understanding, engage in meaning-making, and interact with others through mutual respect. Educators in all contexts would benefit from reading this book, and I will be recommending it to my students.  – Dr. Nancy Taber, Brock University

Ellyn Lyle uses the successful, deep communication with horses, a process called “Join-Up,” as a lyrical and practical metaphor for negotiating learning in multiple contexts. A fascinating personal story, Of Books, Barns, and Boardrooms is also an invaluable guidebook for learning, teaching, and questioning: for parents, teachers, students, administrators, and entrepreneurs. I am urged to consider where learning and systems fail and, also, to celebrate how “life is my classroom, and all encounters, my teachers” (p.xxx). I wish I had had these insights and inspiring analogies at hand when I was a university professor and president. — Dr. Elizabeth R. Epperly, Professor Emerita and Past President, University of Prince Edward Island


When I “Join-Up” with Ellyn Lyle’s philosophical inquiry, I experience a process of deep trust and listening that she suggests is the basis of authentic learning. Of Books, Barns, and Boardrooms, about learners and learning, is a critical and creative inquiry that questions and challenges practices that prevent learning. It is a way of doing philosophy, a method of (re)constructing narrative to examine some of the metaphors that shape and inform concepts, biases, and assumptions. Using her understanding of join-up to identify problems that prohibit growth, the author constructs a compelling story of change and invites readers to do the same. —Dr. Anne-Louise Brookes, Author, Feminist Pedagogy: An Autobiographical Approach.

Dr. Ellyn Lyle takes readers on an inspirational journey celebrating learning and teaching as a shared and respectful partnership—one that values the breadth of life’s experiences as sources of knowledge. —Dr. Debra Manning, Federation University Australia

The battle to maintain the inclusion of drama within the curriculum appears to be never-ending, but targeted strategies and arguments for drama’s inclusion may need to be revisited and recalibrated. The important role of professional learning communities and activist communities of practice are identified as being integral to supporting sustainable educational change. This article provides a particular focus on curriculum developments in Australian as a site for some perceived successes in maintaining a space for drama education.

Current research article is based on worth of the subject International Relations as branch of our national language. The objective of current study is to observe the inconsistent segments of the Pakistani government policy in education division and especially in universities of Pakistan. According to the current theme, the mainly significant downbeat impact emerges in form of collapse in attaining the education in the context of International Relations. In this connection, students who want to opt the subject of International Relations, in Urdu language, should be encouraged.

There has been a continuous attack on education, particularly alternative, progressive, democratic and liberatory forms of education that seek social justice and an equality of opportunity for all to develop.  In the UK this has led to an attack on educators as 'the enemies of promise' by the Secretary of State for Education.  However, what is being proposed by policy makers are the old 'know your station in life' strategies of managing inequality.  These have always resulted in a violation of the intelligence of people.

Philosophy East/West showcases new scholarship in the philosophy of education and contemplative studies, paying particular attention to the intersection of mindfulness, evidence-based science, and wisdom traditions. These readings shed light on the contemplative turn in contemporary education and its potentials, difficulties and implications for educational theory and practice.

The chapters in this edited volume move beyond simplistic explanations of “East” and “West” to explore the complexity and diversity of various wisdom traditions. The book includes:

• Explorations of mindfulness in contemporary education as it intersects with science and wisdom traditions.
• Investigations of Buddhist, Taoist, and Vedantic traditions as they shed light on contemporary educational theory and practice.
• Interpretations of contemplative education in light of philosophers such as Heidegger, Levinas and Foucault.