Curriculum Perspectives最新文献_第2页

Confronting and agonistic: what democracy requires of curricula 对抗与对抗:民主对课程的要求

Curriculum Perspectives Pub Date : 2023-11-13 DOI: 10.1007/s41297-023-00220-z

R. S. Webster

{"title":"Confronting and agonistic: what democracy requires of curricula","authors":"R. S. Webster","doi":"10.1007/s41297-023-00220-z","DOIUrl":"https://doi.org/10.1007/s41297-023-00220-z","url":null,"abstract":"Abstract This paper draws upon the philosophical reconstruction of John Dewey to examine the demise of democracy by neoliberal elites as described by the likes of Noam Chomsky, who like Dewey, identifies that a key weakness of democracy is that the ontology or being of people has become largely apathetic. We consequently find ourselves living in a period of “post-democracy” as theorised by Crouch, Mouffe, and Rancière, who identify that imposed consensus by politicians and the media discourages people from dissenting and being agonistic. A major consequence of this is that the masses are diverted from challenging the hegemony of neoliberalism and instead focus upon much lesser issues related to cosmopolitanism. From this analysis, it is identified that what democracy requires of curricula—if they are to offer educational experiences—is that students should embody agonism as a way of thinking. According to Dewey, the method of democracy is to bring conflicts into the open rather than pretend they do not exist, and that the most important conflict is between the super wealthy and the working poor. Therefore, curricula ought to be designed to habituate students to grow in an agonistic way of being in order to challenge the presumed “consensus democracy” that is being used to marginalise the very real conflict the public has with neoliberal hegemony.","PeriodicalId":39451,"journal":{"name":"Curriculum Perspectives","volume":"36 26","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136347943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Glorecalization” of ECEC curriculum guidelines: a comparative study of China, Hong Kong, Macau, and Taiwan ECEC课程指南的“全球化”:中、港、澳、台比较研究

Curriculum Perspectives Pub Date : 2023-10-04 DOI: 10.1007/s41297-023-00212-z

Yvonne Yu-Feng Liu, Ya-Hsuan Wang

引用次数: 0

Editorial to the special issue “Narrowing the gap beyond tokenism: transdisciplinary search for innovative approaches in the integration of indigenous knowledge systems and epistemologies in higher education” 特刊《超越符号主义的鸿沟:在高等教育中整合本土知识系统和认识论的跨学科探索创新方法》的社论

Curriculum Perspectives Pub Date : 2023-10-01 DOI: 10.1007/s41297-023-00219-6

Emnet Tadesse Woldegiorgis, Irina Turner

引用次数: 0

The politics of decolonising the curriculum through adopting mother tongue instruction in a South African historically disadvantaged university setting 在南非历史上处于不利地位的大学环境中，通过采用母语教学使课程非殖民化的政治

Curriculum Perspectives Pub Date : 2023-09-25 DOI: 10.1007/s41297-023-00210-1

Phefumula Nyoni

{"title":"The politics of decolonising the curriculum through adopting mother tongue instruction in a South African historically disadvantaged university setting","authors":"Phefumula Nyoni","doi":"10.1007/s41297-023-00210-1","DOIUrl":"https://doi.org/10.1007/s41297-023-00210-1","url":null,"abstract":"Abstract This paper focuses on the dynamics of decolonising the curriculum by adopting mother tongue language as a medium for instruction in South African universities. There has been growing criticism on the slow pace of decoloniality within university spaces amid mounting challenges of lack of development in society. The paper speaks to the experiences of historically disadvantaged universities regarding adopting mother tongue instruction, especially considering the complexities and contradictions posed by institutional culture and epistemological traditions. The paper presents insights into how a decolonial perspective can assist in ridding African universities of epistemological and pedagogical practices that hinder decolonial efforts and broader societal development. The paper focuses on the synergies between mother tongue instruction and curriculum transformation in light of the contradictions associated with the use of the mother tongue that could enhance students’ epistemic access and success. It thus presents opportunities and controversies surrounding the introduction of the language policy, especially among historically disadvantaged universities. A Kaupapa Māori approach philosophical lens of reimagination evoked during the 1980s revolution becomes a central theoretical framework. It helps understand how indigenous philosophies can be essential in decolonising African knowledge and epistemological traditions. In this regard, the paper concludes that applying the Kaupapa Māori approach—and in particular, the principle of reimagination on the curriculum transformation in African universities (especially the formerly disadvantaged ones)—can propel a decolonial drive. The paper resulted from experiential knowledge and observations, informal interviews targeting students and scholars and empirical evidence from previous studies.","PeriodicalId":39451,"journal":{"name":"Curriculum Perspectives","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Rethinking curriculum implementation in time of COVID-19 and beyond: lessons learnt from rural science teachers 重新思考2019冠状病毒病疫情期间及之后的课程实施:农村科学教师的经验教训

Curriculum Perspectives Pub Date : 2023-09-18 DOI: 10.1007/s41297-023-00211-0

W. Doh Nubia, Sylvan Blignaut

{"title":"Rethinking curriculum implementation in time of COVID-19 and beyond: lessons learnt from rural science teachers","authors":"W. Doh Nubia, Sylvan Blignaut","doi":"10.1007/s41297-023-00211-0","DOIUrl":"https://doi.org/10.1007/s41297-023-00211-0","url":null,"abstract":"Abstract The COVID-19 pandemic has influenced the way teaching and learning is carried out in South African schools. Policy decisions to curb the spread of the virus were superficially conceived as a health problem as opposed to an understanding of the interconnectedness of education in society. For teaching and learning to continue, schools were compelled to either rotate their learners or embrace remote teaching. Irrespective of the numerous curriculum reforms, curriculum implementation in South Africa has been in a moribund state with little attention given to rural science teachers. In this article, we explore how science teachers in rural areas implemented the curriculum during the COVID-19 pandemic and what lessons could be learnt from their experience to foster the curriculum implementation discussion in South Africa. We used a qualitative research approach and phenomenology as our research methodology. Nine rural science teachers were purposively selected for a semi-structured interview. An interpretative phenomenological analysis was used to analyse the data. Our findings revealed that the government’s response to the pandemic appeared to have overlooked already existing fundamental problems associated with curriculum implementation in rural areas. We learnt in this study that curriculum implementation is narrowly conceived as a classroom pedagogic exercise. As an implication, there is a need for curriculum implementation reforms in South Africa, one that would consider contextual curriculum theorising and the experiences of rural science teachers.","PeriodicalId":39451,"journal":{"name":"Curriculum Perspectives","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135153394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The new sociology of education and the ‘new’ conservatives: the battle over the school social sciences curriculum 新教育社会学与“新”保守主义者:学校社会科学课程之争

Curriculum Perspectives Pub Date : 2023-09-01 DOI: 10.1007/s41297-023-00217-8

Jessica Gerrard, Helen Proctor

引用次数: 0

Curriculum inquiry: insights from Basil Bernstein’s sociology of education 课程探究:来自巴兹尔·伯恩斯坦教育社会学的启示

Curriculum Perspectives Pub Date : 2023-09-01 DOI: 10.1007/s41297-023-00215-w

Parlo Singh, Henry Kwok

引用次数: 0

The ‘new sociology of education’, then and now: looking back to the 1970s and ahead to today “新教育社会学”，过去和现在:回顾20世纪70年代，展望今天

Curriculum Perspectives Pub Date : 2023-09-01 DOI: 10.1007/s41297-023-00213-y

Julie McLeod