Transnational Curriculum Inquiry最新文献_第3页

The idea of distance in data-driven curriculum policy making : a productive critique 数据驱动课程政策制定中的距离思想：一种富有成效的批判

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Transnational Curriculum Inquiry Pub Date : 2018-11-16 DOI: 10.14288/TCI.V15I2.191062

Andreas Nordin

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引用次数: 1

Non-affirmative Education Theory and Discursive Institutionalism as Possibilities for Curriculum Research: Foreword to a Special Issue 非平权教育理论与话语制度主义作为课程研究的可能性:专刊前言

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Transnational Curriculum Inquiry Pub Date : 2018-11-15 DOI: 10.14288/TCI.V15I2.191061

Michael Uljens

引用次数: 0

World of Technology:: Better or Blinding? 科技世界:更好还是更盲目?

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Transnational Curriculum Inquiry Pub Date : 2018-11-04 DOI: 10.14288/TCI.V15I1.190718

Latika Raisinghani

引用次数: 0

Transformation of Teachers as Active Agents in Curriculum Building 教师作为课程建设积极主体的转变

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Transnational Curriculum Inquiry Pub Date : 2017-12-28 DOI: 10.14288/TCI.V14I1-2.189307

Carola Hernández, Milena Benítez, Irma Alicia Flores

{"title":"Transformation of Teachers as Active Agents in Curriculum Building","authors":"Carola Hernández, Milena Benítez, Irma Alicia Flores","doi":"10.14288/TCI.V14I1-2.189307","DOIUrl":"https://doi.org/10.14288/TCI.V14I1-2.189307","url":null,"abstract":"The policy 40x40 Curriculum for Excellence and Comprehensive Education was conceived as the proper framework to design and implement programs to offer quality education in the framework of the Bogota Humana District Government Plan. Nevertheless, there is a struggle in relation to the curriculum in Colombia: on one hand, the Law established curricular autonomy and on the other the teachers and educative researchers who oppose pedagogy to the curriculum. Thus, for the development of this public policy in Bogota, the Center for Research and Formation in Education–CIFE- design and offered a teacher training for the re-signification of the concept of curriculum and the empowerment of teachers in building curricula in line with the proposals of the policy and responding to their particular contexts. This article shares the results of the systematization of the experience (Jara, 1994; Jara, 2006) lived in the course by answering two questions: What are the perceptions of the teachers about the course? And, what are the main ideas learned by the teachers in the course? The results of this study show that the course designed shows some divergences and convergences of the curricular realities faced by teachers in institutions. Among the tensions were identified, in addition to the new demands that students and teachers generate to the institutional curriculum, the difficulty to make decisions in relation to the curriculum change. Within the convergences, the results show that the designed course is a pertinent and suitable strategy for the diffusion and appropriation of the policy documents.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"14 1","pages":"142-156"},"PeriodicalIF":0.3,"publicationDate":"2017-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44276291","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

Internationalization and "Pensamiento Curricular Latinoamericano" 国际化与“拉丁美洲课程”

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Transnational Curriculum Inquiry Pub Date : 2017-12-28 DOI: 10.14288/TCI.V14I1-2.189932

D. F. J. Mardones

引用次数: 2

Currere, Subjective Reconstruction, and Autobiographical Theory Currere，主观重构与自传理论

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Transnational Curriculum Inquiry Pub Date : 2017-12-28 DOI: 10.1007/978-3-030-41061-2_2

Wanying Wang

引用次数: 1

Understanding the Process of Internationalization of Curriculum Studies in China: a Case Study 理解中国课程研究的国际化进程:一个个案研究

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Transnational Curriculum Inquiry Pub Date : 2016-07-31 DOI: 10.14288/TCI.V13I1.188312

Mei Wu Hoyt

{"title":"Understanding the Process of Internationalization of Curriculum Studies in China: a Case Study","authors":"Mei Wu Hoyt","doi":"10.14288/TCI.V13I1.188312","DOIUrl":"https://doi.org/10.14288/TCI.V13I1.188312","url":null,"abstract":"The movement to internationalize curriculum studies has initiated complicated worldwide conversations incorporating different nations, intellectual histories, and diversified curriculum visions. However, questions remain regarding how internationalization works in different contexts, what the goals are of such work, and in what ways it might influence the formalization of the field. How local intellectuals’ research on this topic serves to constitute and function in the process of internationalization is an area requiring further study. In examining the vanguard work of a curriculum studies center in China, this qualitative research seeks to understand the forces that drive internationalization in China, and how Chinese curriculum scholars function with, through, and around the process of “complicated conversation.” This research demonstrated that political forces, social realities, and education intellectuals are the primary subjects mobilizing and sustaining the internationalization of curriculum studies, traditional Chinese culture and wisdom serve as the foundation for equal dialogue with the international community, and the nature of the internationalization process appears to be unbounded and democratic. \u0000 \u0000 \u0000课程国际化进程已促使不同国家间,不同智识传统间展开了“复杂对话”并且成就了不同的课程观。然而,在不同的环境下,国际化工作如何进行,他们的希冀如何,又会走向何方,这些国际化工作又是怎样影响课程领域的发展还不明朗。本土的智识传统在国际化进程中的作用是什么值得进一步探索。在对中国的一个课程研究前沿中心的调研中,这个质性研究试图理解在中国有什么样的力量推动课程国际化,他们又是怎样在课程国际化历程中围绕“复杂对话”与国际上的智识来展开合作与对话。研究表明,政治力量、社会现实、和教育知识分子促进着中国的课程国际化,中国传统智识被认为是开展国际对话的根本,课程国际化的历程本身体现灵活多元而又民主的。","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"13 1","pages":"56-74"},"PeriodicalIF":0.3,"publicationDate":"2016-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66902934","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

Fear and Cheating in Atlanta: Evidence for the Vulnerability Thesis 亚特兰大的恐惧和欺骗:脆弱性论文的证据

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Transnational Curriculum Inquiry Pub Date : 2014-08-16 DOI: 10.14288/TCI.V11I1.184212

Steven Khan

引用次数: 3

Towards a Curriculum of Vulnerability and Blandness: Insights from Levinas and Classical Chinese Thought 走向脆弱与平淡的课程:列维纳斯与中国古典思想的洞见

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Transnational Curriculum Inquiry Pub Date : 2013-12-10 DOI: 10.14288/TCI.V10I2.184255

Jinting Wu

{"title":"Towards a Curriculum of Vulnerability and Blandness: Insights from Levinas and Classical Chinese Thought","authors":"Jinting Wu","doi":"10.14288/TCI.V10I2.184255","DOIUrl":"https://doi.org/10.14288/TCI.V10I2.184255","url":null,"abstract":"This article examines two counterintuitive notions—vulnerability and blandness—to rethink the possibility of ethics in our troubled times and the capacity of education to forge potentials and bonds in curriculum spaces. By reading Emanuel Levinas and classical Chinese thought, this article considers vulnerability and blandness not as the limits of human existence, but as the very condition of how to live as humans. In the context of Levinasian and classical Chinese thought, vulnerability and blandness are not something to dispel, but a rich link with the world and our intimate involvement with the great process of things. A curriculum of vulnerability and blandness is unthinkable within the ontological structure of western historiography and the curriculum studies canon. It opens subjectivity onto inderdependence, prevents us from slipping into particularity and partiality, and provokes a deep moral tenor both through the Levinasian “awe” with which we approach the others, and through the Taoist “blandness” with which we strive for the true flavor. Blandness and vulnerability, prompting one to perpetual and never-ending discovery, is the richest and most meditative of pedagogical modes.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"10 1","pages":"49-63"},"PeriodicalIF":0.3,"publicationDate":"2013-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66903336","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

Peer Review Process 同行评审过程

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Transnational Curriculum Inquiry Pub Date : 2013-12-02 DOI: 10.14288/TCI.V13I2.188989

A. C. Lopes, Wenjun Zhang

引用次数: 18