Curriculum Punishment in Teaching

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2024-10-20 DOI:10.1177/00224871241286066

H. Richard Milner

引用次数: 0

Abstract

Milner advances curriculum punishment as a tool to describe how students may be harmed with policy and practice moves in education. Curriculum punishment pushes students and curriculum apart—where practices do not connect with and align with rich and robust diversity among young people, families, and communities. Although curriculum practices should honor, reflect, speak from the point of view of, deepen knowledge about, nuance myopic and mundane notions of, and enhance student identity, motivation, interests, and needs, curriculum punishment does the opposite by presenting one-dimensional, under-substantiated, and untruthful narratives and themes of individuals, communities, and nation-states. Tenets that explicate practices that Milner describes through curriculum punishment are (a) Avoiding, (b) Scripting, (c) Narrowing, (d) Distorting, and (e) Banning. Although some of these practices are beyond the control of teachers, teachers are encouraged to Study, Collaborate with others about, Reflect on, Advocate against, and Transform (SCRAT) Curriculum Punishment.

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教学中的课程惩罚

米尔纳将课程惩罚作为一种工具，用来描述教育政策和实践活动是如何伤害学生的。课程惩罚将学生和课程分开--课程实践与年轻人、家庭和社区之间丰富多彩的多样性脱节。尽管课程实践应尊重、反映、从学生的角度出发、加深对学生的了解、细化近视和世俗的观念，并增强学生的身份认同、动机、兴趣和需求，但课程惩罚却恰恰相反，它对个人、社区和民族国家进行单维的、证据不足的和不真实的叙述和主题。米尔纳通过课程惩罚描述的实践原则包括：（a）回避；（b）编剧；（c）缩小；（d）扭曲；（e）禁止。尽管其中有些做法是教师无法控制的，但鼓励教师对课程惩罚进行研究、与他人合作、反思、倡导和改革（SCRAT）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).