Curriculum Studies

Although there is much research regarding implicit bias in numerous fields, such as criminal justice, psychology, and health, little research has examined preservice teachers' attitudes and beliefs regarding implicit biases they carry, especially when it comes to race. Therefore, the purpose of this study is to fill the gap in qualitative research regarding how preservice teachers address, confront, and talk about biases. We begin by defining implicit bias. Next, we center our research within sociocultural theory with an emphasis on critical literacy practices. Then, we share our findings, which centered on the course environment, students’ reactions to their results of an implicit association test, and how their personal experiences and upbringing might have contributed to their results. We end with discussion of these findings as well as implications for future teachers and teacher educators.

Currently, museums and the broader heritage sector are facing a wide spectrum of challenges (i.e. sociopolitical changes world-wide, collapse of traditional funding structures, financial uncertainty, risk and the quest for sustainability, changing perceptions of key roles –from curators to visitors- etc). One of the most fundamental shifts, however, is to be found at the intersection established over the past years, between heritage management and the rapidly growing field of digital technology. In the wake of these developments, the striking majority of professionals in the heritage sector are faced with the challenge of integrating ICT technologies in various workings, functions and purposes of their field (i.e. preservation, restoration, recording, analysis, interpretation, publication and exhibition). At the same time, digital technologies are becoming an integral part of cultural management (project management, event management, collection management etc) but also of cultural communication and public outreach.
For the purposes of the proposed paper – which forms part of a broader research project entitled “Cultural Heritage Sector: Bridging the Gap between Studies and Professions in Greece and Cyprus”, co-financed by the Greek Council of Research & Innovation and the European Social Fund (ESF) – our team will present the results drawn from the mapping of postgraduate curricula in Cultural Heritage Studies in both countries, with emphasis on how modules relating to Information and Communications Technology are integrated within the established curricula.
The analytical significance of this project stems mainly from the fact that it constitutes the first systematized attempt to chart (both quantitatively and qualitatively) all postgraduate programmes of study on cultural heritage that are available at present across Departments and Universities in both Greece and Cyprus. The combination of qualitative and quantitative analysis of heritage studies curricula in both countries also provides us with an elaborated and refined picture of the learning aims, outcomes as well as professional skills promoted by different academic curricula as regards ICT skills and their implementation in heritage studies. As such, curriculum maps can be a useful tool for analytically appreciating the connection between curriculum content and job requirements and by extension, act as a starting point for creating a sustainable model of synergy between heritage studies and ICT in Greece and Cyprus for the next decades.

The aim of this study was to develop a rubric as a measurement tool for experiential educators and with this purpose, we investigated a group of the participants on it. Assessing whether the experiential training process follows all four steps of the experiential learning cycle and determining correct or incorrect applications of the experiential learning theory will be functional to improve the quality of the implementation of the theory. The Rubric for Experiential Training has two main components. One of these components is the concept of Learning Spaces and the other is the concept of Educator Role Profiles. A phenomenological research design was chosen for this study to investigate the experiences of participants with the rubric. The participants of the study were 8 volunteers who took part in a training of trainers at the Experiential Training Center in Istanbul, Turkey. Data of the study was obtained through a focus group interview and analyzed through content analysis and interpreted holistically. According to the views of participants, The Rubric for Experiential Training has important functions such as increasing the level of awareness of planning and implementation processes of experiential training and enabling to receive feedback on the quality of the implementations.

This chapter sets the stage for problems of hacking minds, which have a deep history intertwined with the ancient Greek νοῦς and Latin curriculum mentis and the more contemporary noosphere and Internet. It aims to partially redress oversights in accounting for these histories. The chapter also provides a history of hacking relative to the early development of computers. Sketched as a chapter in the history of grammar and rhetoric, curriculum herein becomes a chapter in cosmology, metaphysics, and the philosophy of mind. Curriculum manifested as the noosphere, defined as the infrastructure of the mind and mindhacks, draws metaphysics into history. Tests of metaphysics, curriculum mentis and the noosphere are also important tests of the prehistory of cyberculture, the Internet, matrix, and web (Elton & Carey, 2013). All are intermixed with the history and metaphysics of curriculum as well as mind. The fate of curriculum is intertwined with the fate of mind and thought. In this storied teleology, things are hacked with resolve: Never expect a machine to limit its dealings with minds.