Transnational Curriculum Inquiry最新文献_第2页

(Re)Imagining the Responsible, National Citizen: （Re）想象负责任的国民：

IF 0.3

Transnational Curriculum Inquiry Pub Date : 2020-08-11 DOI: 10.14288/TCI.V17I1.192679

Hajar Idrissi, Youssef Benabderrazik

{"title":"(Re)Imagining the Responsible, National Citizen:","authors":"Hajar Idrissi, Youssef Benabderrazik","doi":"10.14288/TCI.V17I1.192679","DOIUrl":"https://doi.org/10.14288/TCI.V17I1.192679","url":null,"abstract":"Citizenship education in compulsory schooling plays a critical role in the level of engagement and abilities of young people to assume basic civic roles. Both internationally and nationally, there are increasing calls to reconsider the dominant approaches to citizenship education in order to address the pressing needs of the interdependent and interconnected 21st century global world. This paper analyzes citizenship education in the context of Morocco, considering whether, how and to what extent citizenship education in Morocco’s primary school social studies curriculum addresses themes of human rights; democracy and civic participation; and national and global citizenship. Qualitative data is generated from a sample of 4th, 5th and 6th grade social studies textbooks targeting students aged 9-12. The results indicate that citizenship education offers rather limited content and activities for students to improve their competencies for global learning, political literacy, respect for diversity, and critical thinking, suggesting the challenge in (re)imagining the construction of the predominant responsible, national Moroccan citizen. \u0000 \u0000Keywords: Social studies textbooks, Education for citizenship, Human rights, Global citizenship, Morocco.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"17 1","pages":"31-48"},"PeriodicalIF":0.3,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48177135","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: 1

Curriculum in International Contexts: for a Meditative Agenda to Live Without Fear 国际背景下的课程：无恐惧生活的沉思议程

IF 0.3

Transnational Curriculum Inquiry Pub Date : 2020-08-11 DOI: 10.14288/TCI.V17I1.193515

Hugo Heleno Camilo Costa

引用次数: 0

Speculative Fictions and Curricular Futures: Envisioning Rural Educational Utopia 思辨小说与课程未来:展望乡村教育乌托邦

IF 0.3

Transnational Curriculum Inquiry Pub Date : 2020-01-01 DOI: 10.14288/TCI.V17I2.195967

R. Bell, Adrian M. Downey, Alicia Noreiga, Courtney L B Pyrke

{"title":"Speculative Fictions and Curricular Futures: Envisioning Rural Educational Utopia","authors":"R. Bell, Adrian M. Downey, Alicia Noreiga, Courtney L B Pyrke","doi":"10.14288/TCI.V17I2.195967","DOIUrl":"https://doi.org/10.14288/TCI.V17I2.195967","url":null,"abstract":"Situated within the local context of New Brunswick—a small, mostly rural, Canadian province with an aging population and a steady influx of new residents from other countries—this article speculates new curricular possibilities beyond the post-industrial and neoliberal structures of current curriculum and schooling. The authors approach their speculation creatively through a collectively-authored narrative meant to engage the idea of educational utopia within their shared place. In a subsequent discussion of the narrative, the authors reflect on the global phenomenon of neoliberal ideological intrusion into curriculum as manifest in New Brunswick, as well as the myriad forms that intrusion can take. Specifically, the authors discuss: the continued modeling of the school system on adult work, the rigid control of time and the dangers of flexibility in schooling, the desire to expand concepts of community involvement in education, and the urgent necessity of racial equity work in rural spaces. In concluding their discussion, the authors highlight the potential of dreaming new curricular possibilities to disrupt the status quo of education locally and globally.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"17 1","pages":"3-22"},"PeriodicalIF":0.3,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66902994","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: 1

What does the Pandemic Teach us 大流行教给我们什么

IF 0.3

Transnational Curriculum Inquiry Pub Date : 2020-01-01 DOI: 10.14288/TCI.V17I2.195995

A. C. Lopes

引用次数: 1

Mathematics Education of Pre-Service Teachers: As Reflected in Methods Course Syllabus 职前教师的数学教育:从方法、课程大纲看

IF 0.3

Transnational Curriculum Inquiry Pub Date : 2020-01-01 DOI: 10.14288/TCI.V17I2.195968

Leslie-Anne Unsworth, I. Namukasa, K. Aryee, D. Kotsopoulos

{"title":"Mathematics Education of Pre-Service Teachers: As Reflected in Methods Course Syllabus","authors":"Leslie-Anne Unsworth, I. Namukasa, K. Aryee, D. Kotsopoulos","doi":"10.14288/TCI.V17I2.195968","DOIUrl":"https://doi.org/10.14288/TCI.V17I2.195968","url":null,"abstract":"This study seeks to contribute a better understanding of what future pre-service teachers of mathematics learn in their mathematics methodology courses at the universities. Course syllabi from six countries were analyzed using the Mathematics Teacher Educator (MTEd) Instrument to examine the “ideal” curriculum trends in mathematics education courses of pre-service teachers. The MTEd identifies 11 research areas and these were our guiding theoretical and analytical frameworks. Each of the syllabi contained in the final syllabus data set (n = 31) were coded using the MTEd Instrument. Correlation analysis was conducted to examine the relationship between category levels and overall levels assigned to each syllabus in elementary-only and secondary-only syllabi. Mann-Whitney U test was conducted between the elementary and secondary data sets. Findings from the study indicated that research related to the mathematics education of pre-service teachers was moderately represented in the course syllabi analyzed. Technology and assessment were the only two categories that were correlated to overall score. Recommendations for mathematics teacher education courses are offered.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"17 1","pages":"23-56"},"PeriodicalIF":0.3,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66903034","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: 1

Beyond Reconceptualization: Recontextualization/ Multicontextualization of Curriculum Studies in Iran (Toward New Curriculum Ecosystems) 超越再概念化:伊朗课程研究的再语境化/多语境化(走向新课程生态系统)

IF 0.3

Transnational Curriculum Inquiry Pub Date : 2020-01-01 DOI: 10.14288/TCI.V17I2.193069

K. F. Vajargah

{"title":"Beyond Reconceptualization: Recontextualization/ Multicontextualization of Curriculum Studies in Iran (Toward New Curriculum Ecosystems)","authors":"K. F. Vajargah","doi":"10.14288/TCI.V17I2.193069","DOIUrl":"https://doi.org/10.14288/TCI.V17I2.193069","url":null,"abstract":"The field of curriculum studies could be described as a young and emerging field that has revived around the world mainly with the attempts of the Curriculum Internationalization Movement. In this article, the researcher intends to describe the process of curriculum studies in Iran, with the aim of illustrating the challenges faced by the field. This article, starting with an overview of the status of curriculum studies in Iran, discusses several issues and problems, such as unemployment crisis of graduates in curriculum studies, the resistance of curriculum decision makers to the findings of the curriculum field, lack of serious movement for theorizing, translation and imitation mostly from American curriculum literature, and reproduction of the international curriculum discourses which are far from the real needs of Iranian educational community. Finally, the possible recommendations, which are to expand the field towards new curriculum ecosystems will be discussed. Such a perspective could be an experience and perhaps a solution from Iran for curriculum studies in other countries. This movement toward new curriculum ecosystems (such as the workplace curriculum, higher education curriculum, informal curriculum, and generally curriculum studies in non-public education) could be elaborated as a disciplinary immigration and moving beyond the reconceptualization which will shape the future of curriculum studies.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"17 1","pages":"57-72"},"PeriodicalIF":0.3,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66902986","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

Breathing Life into the Territorial Acknowledgement 为领土承认注入生命

IF 0.3

Transnational Curriculum Inquiry Pub Date : 2019-12-10 DOI: 10.14288/TCI.V16I2.192298

Melanie D. Janzen

引用次数: 4

Curricular Centralization Policy in Brazil: A Discursive Perspective on Academic Researches 巴西的课程集中政策：学术研究的话语视角

IF 0.3

Transnational Curriculum Inquiry Pub Date : 2019-09-17 DOI: 10.14288/TCI.V16I1.191956

Veronica Borges, Clarissa Craveiro, Viviane Peixoto Cunha

{"title":"Curricular Centralization Policy in Brazil: A Discursive Perspective on Academic Researches","authors":"Veronica Borges, Clarissa Craveiro, Viviane Peixoto Cunha","doi":"10.14288/TCI.V16I1.191956","DOIUrl":"https://doi.org/10.14288/TCI.V16I1.191956","url":null,"abstract":"This article discusses the possibility of expanding the analysis of the \"new paradigm\" of \"curriculum\" hegemonized in the current Brazilian educational policy. Based on post-structural/post-foundational ontological appropriations of the Theory of Discourse (TD) in the field of curriculum, we challenge the defense of an educational project common to all and with projections that set an ideal to be achieved. Refers to those that seek to sustain this paradigm - in a movement to maintain the status quo, as well as those who seek to challenge it - in a movement of dispute for an ideal of emancipatory education capable of promoting social transformation. Gathering texts of academic production between 2014-2018 that has indicated a discursive analysis around the policies of curricular centralization in the Brazilian context. The aim is answering the following questions: How has the policy of curricular centralization been approached by discursive researches? How does the discursive perspective help us to challenge the current hegemonic model of curricular policy without establishing a normative closure? Highlights that the discoursive perspective puts on suspicion of curricular centralization policies and enphatizes the importance of radical political condition in the process of its contestation, with a view to favoring multiple curricular subjectivities based on democracy. \u0000Key-words: Discursive Perspective; Curriculum Policy; Curricular Centralization; Academic Researches; Brazilian Policies.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"16 1","pages":"23-37"},"PeriodicalIF":0.3,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41969020","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: 2

The Curricular Policies and How they are Translated in Secondary Education 课程政策及其在中学教育中的转化

IF 0.3

Transnational Curriculum Inquiry Pub Date : 2019-09-17 DOI: 10.14288/TCI.V16I1.191319

Camila Carlachiani

{"title":"The Curricular Policies and How they are Translated in Secondary Education","authors":"Camila Carlachiani","doi":"10.14288/TCI.V16I1.191319","DOIUrl":"https://doi.org/10.14288/TCI.V16I1.191319","url":null,"abstract":"Our starting point is understanding the curriculum as a complicated conversation (Pinar, 2011) which connects past, present and future experiences. Since it is a symbolic construct, it should be historically, socially and autobiographically defined in order to be studied. In this sense, the curriculum-society relationship is inherent to the curricular investigation. We place this relationship in the context of the Generalized Structural Crisis (De Alba, 2007), which is presented as a “melting pot of unprecedented opportunities to contribute in different ways to the task of transforming reality towards a better world” (De Alba, 2007, p. 104). \u0000From a post-critical perspective, we study the institutional development of the curriculum in the secondary school in connection with the different curricular policies’ decision levels and what this translates into (Casimiro Lopes, et. al., 2013). To achieve this, we intend to investigate which are the inclusion discourses and the meanings of secondary education that are present in the curricular policies from the supra level to the nano level (Stirling Network for Curriculum Studies, 2016) and how are these translated focusing the analysis on the local/global tension (Ball, 2001). Based on a first approach to the field, it is possible to discern that the interdisciplinarity in teaching and its connection with local social issues constitute one way of approaching the mentioned dislocation. Its relevance lies in retrieving dimensions satanized by positivism: imagination, creativity, intuition, uncertainty (Torres Santome, 1994). \u0000Key-words: Curriculum as complicated conversation; Translation, Secondary education; Curricular policies.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"16 1","pages":"3-22"},"PeriodicalIF":0.3,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46631995","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

Critiquing curriculum policy reform in Finland and Australia 批评芬兰和澳大利亚的课程政策改革

IF 0.3

Transnational Curriculum Inquiry Pub Date : 2018-11-21 DOI: 10.14288/TCI.V15I2.191090

I. Hardy, Michael Uljens

{"title":"Critiquing curriculum policy reform in Finland and Australia","authors":"I. Hardy, Michael Uljens","doi":"10.14288/TCI.V15I2.191090","DOIUrl":"https://doi.org/10.14288/TCI.V15I2.191090","url":null,"abstract":"This paper draws upon key national curriculum policy documents as evidence of reform in Finland and Australia to analyze whether and how they appear to provide the opportunity for a genuinely educational experience for students, oriented towards the good for all, or whether they reflect more restrictive, ‘predetermined’ influences and foci. Specifically, we focus upon the aims, content and methods advocated within the principal curriculum policy documents in each context, and analyze the extent to which they seem to allow for teacher and school autonomy, and a more praxis-oriented approach, or whether they reflect more directive, and performative policy foci. To analyze the extent to which such autonomy is evident, we draw upon the German educationalist Dietrich Benner’s notion of ‘non-affirmative’ education as an analytical concept, and to analyze whether a more praxis-oriented approach is evident, we draw upon neo-Aristotelian notions of practice as praxis. Through a comparative analysis of the Finnish and Australian curriculum policy circumstances, we argue how more neoliberal influences have influenced both countries, but also how the Finnish context seems to provide the opportunity for a more open, ‘non-affirmative’ approach to the aims, content and methods of curriculum reform, while the Australian context is potentially more restrictive in this regard, even as there is evidence of some support for such approaches. The article reveals the power of a comparative approach, and how the broader conditions within which curriculum policy development unfolds, including assessment practices, influence the nature of the content of curriculum policy, with potentially significant effects for curriculum reform enactment.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"15 1","pages":"50-82"},"PeriodicalIF":0.3,"publicationDate":"2018-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45441510","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: 5