Transnational Curriculum Inquiry最新文献

{"title":"Curriculum Discourses Within a TESOL Program for International Students: Affording Possibilities for Academic and Professional Identities","authors":"Roumiana Ilieva, Bonnie Waterstone","doi":"10.14288/TCI.V10I1.183929","DOIUrl":"https://doi.org/10.14288/TCI.V10I1.183929","url":null,"abstract":"This article investigates the curriculum discourses circulating in a TESOL Masters Program for international students at a Canadian university. It focuses on issues around academic and professional identity constructions and language viewed through dialogical (Bakhtinian) and ecological perspectives. The article examines possibilities for agency for the students who accommodate, negotiate and resist identities, practices and program discourses inflected by broader neo-colonial and global/local tensions. The authors, two teacher educators in the program, interrogate their own practices in an attempt to denaturalize and historicize discourses available in the program and in current conditions of internationalization of higher education. The study illuminates the symbiotic relationship that develops between the discourses circulating in an educational setting and the internally persuasive discourses/identities that are available for uptake in this setting. The authors conclude that certain ideologies and discourses in the environment limit the possibilities for students to see themselves as ‘successful’ graduate students in the new for them academic context or, as they complete their degree, to imagine themselves successful within the profession. Other forces afford relations of possibility that yield positive academic and professional identity formation of these students. The curriculum of TESOL programs needs to engage head on with powerful broader discourses which impact the construction of academic and professional identities of international students in these programs in order to align TESOL programming with ethical practice.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"66 1","pages":"16-37"},"PeriodicalIF":0.3,"publicationDate":"2013-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66903280","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}

{"title":"Curriculum, Culture and Investigation with Routine or About the Creation of Educational Policies in Schools","authors":"Carlos Eduardo Ferraço","doi":"10.14288/TCI.V10I1.184332","DOIUrl":"https://doi.org/10.14288/TCI.V10I1.184332","url":null,"abstract":"The text in question aims at problematizing the curricula carried out in the routines of six institutions of the Municipal School Network of Vitoria, ES, Brazil weaved with the practical theories invented by their actors, highlighting the relationships they made between curriculum and culture. This is about the unfolding of our investigations that aim at understanding the different meanings negotiated by teachers and students concerning curricular processes going on in our schools. At the same time, these studies rely on a theoretical-methodological-epistemological perspective that can question and understand the multiple space and time determinations of the curriculum, and thus contribute to broadening the possibilities of these actors’ knowledge, action, and power. The present emphasis on the discussions about the relationships between curriculum and culture derives from our own condition of researchers of school routines, which allowed us to realize that even when engaged in projects intended for combating a number of cultural discrimination processes at the institutions, teachers and students carry on producing new forms of exclusion. At the same time, under anonymousness, they develop survival tactics inspired by micro resistance that are the basis for micro freedom. Thus, in our study, understanding the networks weaved between culture and curriculum does not mean to analyze how actors follow current curricular prescriptions and teaching projects that are based on cultural aspects deriving from these prescriptions. It does not mean to make classroom procedure propositions either, but it aims at questioning the practical-theories devised by these actors while weaving their own networks.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"10 1","pages":"38-51"},"PeriodicalIF":0.3,"publicationDate":"2013-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66903323","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}

{"title":"Curricular Studies and their Relation with the Political Agenda for Education","authors":"Carlinda Leite, P. Fernandes","doi":"10.14288/TCI.V9I2.183780","DOIUrl":"https://doi.org/10.14288/TCI.V9I2.183780","url":null,"abstract":"Since the end of the 20th century Portugal has witnessed the rise of a movement promoting curriculum changes. In basic and secondary education this has meant the adoption of policies seeking the equality of opportunities to school access and success. This was first stated in the Law 46 of 1986. Since then (predominantly between 1997 and 2008), a number of political measures have been taken to achieve this goal. However, few studies establish a relation between scientific production and curricular policies. This paper aims to answer the question: What is the relationship between educational politicies and the foci of curricular studies?. Accordingly, this paper begins by situating the main features of the curricular policies that have characterised this period, while also considering international policies influences. This constitutes the basis of empirical research developed in three consecutive phases: i) systematisation of the curricular studies produced in Portugal between 1997 and 2008; ii) identification of the studies’ foci; iii) establishment of relationships between those foci and curricular political measures. The analysis allowed concluding that the production of studies focusing on the curriculum in Portugal was determined by the curricular political agenda and that the international agenda significantly influences the curricular political agenda.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"9 1","pages":"35-49"},"PeriodicalIF":0.3,"publicationDate":"2013-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66903754","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}

{"title":"Curriculum, Policy, Practice","authors":"A. C. Lopes, Elizabeth Macedo","doi":"10.14288/TCI.V8I2.183661","DOIUrl":"https://doi.org/10.14288/TCI.V8I2.183661","url":null,"abstract":"Investigations into curriculum practices have always had great prominence in the curriculum field, to the point where the notion of curriculum in action has become one of the most powerful concepts in curriculum theory. From the phenomenological approaches, through the work of Paulo Freire and the concept of currere by William Pinar, to the most current discussions that focus on school daily life and teaching knowledge, curriculum practice is based on questioning the prescriptive approaches to curriculum. Given this tradition, emblematic studies, so as not to use the word classic, in the most diverse theoretical approaches, tend to focus on curriculum in action as almost synonymous with curriculum endowed with the most meaning, the part of curriculum that really should be considered in research and in school. Perhaps this is one of the reasons why policy studies have not developed a more consistent dialogue with curriculum practices, and its broader emphasis is on the education field beyond school. To the extent curriculum studies as political text assumed Marxist theoretical approaches (Pinar et al, 1995), they became characterized by ideas of centralized power in the state apparatus established to regulate practices. With this, policy assumed a link to institutive rationalistic concepts of a set character of policies over practices. In this way, policy would be a set of rules, in given socioeconomic relations, resulting or not from a social consensus or a hegemonic process, capable of materializing in institutions that define subjects’ way of acting or being. The instituting and even subversive dimensions would be designed in the field of social practices that would exert a counter-hegemonic action. Based on this dichotomy that deepened the separation between the ontic and the ontologic, it was no wonder that curricular policies and curricular practices were interpreted as distinct and unrelated dimensions. When an eventual relationship was made in this field, it often assumed an orientation of approaches from correlating theories, in which curricular practice was a reflection of a broader framework, a space of implementation or resistance. In this regard, curricular practices had their productive and creative dimensions denied. Many studies have been conducted in this perspective with a view of questioning texts and policy guidelines, but research was not always developed about the practical dimensions of policies beyond the attempt of making them a space to corroborate constituted theses based on a wider social structure. The broadening dialogue between the curriculum field and cultural studies, postcolonial and post-structural, as well as the accelerated process of changing socialcultural landscapes, with the narrowing of inter-relations between different cultures, has contributed in part to the overcoming of this interpretive model. For example, theoretical and methodological changes widespread in studies of educational and curriculum polic","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"8 1","pages":"1-3"},"PeriodicalIF":0.3,"publicationDate":"2012-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66903167","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}

{"title":"A Love Song to Our Pluriverse: Life Writing as Cosmopolitan Motherwise Text","authors":"Erika Hasebe-Ludt","doi":"10.14288/TCI.V7I2.2036","DOIUrl":"https://doi.org/10.14288/TCI.V7I2.2036","url":null,"abstract":"This essay examines contemporary notions of cosmopolitanism (Mignolo, 2000; Pinar, 2009) that open up new dialogues between self and other. These dialogues seek to understand and advocate the new realities of life in specific sites where a “cosmo-polis” (Sandercock, 2003) mixing of languages, cultures, races, etc., occurs in ever more complex “mongrel” and innovative ways (Nava, 2007). This paper weaves an intertextual tapestry of different voices, threads of narrative, and poetic prose about questions, insights, and moments of wisdom borne out of being situated in between mixed cultures, epistemologies, and belonging to different local and global communities in and outside the classroom.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"7 1","pages":"39-46"},"PeriodicalIF":0.3,"publicationDate":"2011-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66902959","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}

{"title":"Daoism and Feminism: Identity through Life Stories of Chinese Immigrant Women","authors":"Xin Li","doi":"10.14288/TCI.V8I1.249","DOIUrl":"https://doi.org/10.14288/TCI.V8I1.249","url":null,"abstract":"This paper was originally presented at American Educational Research Association (AERA) 2008 Conference held at New York. Observing the conservative trend in feminist identity in teacher education classrooms in U.S.A. as well as internationally, I inquire about a few Chinese immigrant women life experiences in modern China and during their early years of immigration to Canada. Situating these individual’s life stories in particular cultural and historical moments, I explore gender expectations of them and roles they played. The details of these women’s lives, revealed a Daoist interplay between the traditional male and female identities. Following the Daoist thinking, I propose a Daoist gender identity that interplays between dimorphism and polymorphism.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"8 1","pages":"69-82"},"PeriodicalIF":0.3,"publicationDate":"2011-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66903069","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}

{"title":"‘Ex and the City’: on cosmopolitanism, community and the ‘curriculum of refuge’","authors":"M. Quinn","doi":"10.14288/TCI.V7I1.287","DOIUrl":"https://doi.org/10.14288/TCI.V7I1.287","url":null,"abstract":"This paper looks at curriculum in a contemporary context marked by an alarming want of hospitality. It does so by engaging inquiry into the renewed interest in the cosmopolitan tradition in education, as directed at questions concerning: the burden of history, the reality of inequity, the experience of exile, and the need for forgiveness. Autobiographically and existentially inspired, it grounds itself in the views and vagrancies of city life—symbolically, in the imaginary as well, highlighting the curricular import of intercultural encounter and radical openness to the other, in advancing and inventing difference and cultivating solidarity ‘differently’. Beginning with a general framework and rationale for such explorations of cosmopolitanism—its understandings of culture, identity, society and citizenship, largely as built upon the poststructuralist readings of Jacques Derrida, among others, this work further takes up of this discourse through related resonant scholarship in education to consider conceptions of curriculum built upon cosmopolitan insights. Borrowing from Derrida’s plea for the ‘city of refuge’ and ‘cities of refuge’, it seeks to consider a structure, or dwelling place, for entertaining the possibilities visited upon us in conceptualizing the ‘curriculum of refuge’ for children via education in a cosmopolitan way.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"7 1","pages":"77-102"},"PeriodicalIF":0.3,"publicationDate":"2010-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66903362","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}

{"title":"A Zen Journey in the Living Map of Curriculum","authors":"Jie-ae Yu","doi":"10.14288/TCI.V6I2.95","DOIUrl":"https://doi.org/10.14288/TCI.V6I2.95","url":null,"abstract":"This paper will first analyze the rhetoric of the dead map of curriculum and its relation to the ideology of control in education, then explore the alternative of a Zen journey in the living map of curriculum. As the practice of Zen meditation focuses on the reflection of daily routines to see alternatives and possibilities, it echoes Maxine Greene’s view of imagination by uncoupling from the ordinary: a power element in provoking the not yet openings in the living map of curriculum. Furthermore, the spiritual power of Zen calls us to play the stringless lute of curriculum to get a new key beyond in the living map of curriculum. Finally this paper touches on the challenge or danger of this living map under the “ecstasy of communication” in a postmodern age.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"6 1","pages":"21-36"},"PeriodicalIF":0.3,"publicationDate":"2010-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66903289","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}

{"title":"Toward Understanding a Curriculum of Being Inhabited by the Language of the Other","authors":"Nicholas Ng-A-Fook","doi":"10.14288/TCI.V6I2.32","DOIUrl":"https://doi.org/10.14288/TCI.V6I2.32","url":null,"abstract":"This paper traces, often drawing on autobiographical examples, the temporal migrations of educational experiences in the language of the other. As a documented Canadian and British citizen, an immigrant with an ex-appropriated proper name traced to Guyana’s indentured Chinese cane reapers, and thus, an imperial and postcolonial subject with certain identity disorders here in America, Canada, and elsewhere, how is a migratory subject subjected to the language of the other? More specifically, how might one learn, via currere, from a migrant subject’s educational experiences of appropriation and alienation in the language of the other?","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"6 1","pages":"3-20"},"PeriodicalIF":0.3,"publicationDate":"2010-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66903242","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}

{"title":"Finding Face, Finding Heart, and Finding Foundation: Life Writing and the Transformation of Educational Practice","authors":"V. Kelly","doi":"10.14288/TCI.V7I2.2042","DOIUrl":"https://doi.org/10.14288/TCI.V7I2.2042","url":null,"abstract":"Indigenous epistemologies acknowledge the individual journey of lifelong learning as a pathway, a sacred way of moving toward completeness or fully becoming one’s potential and gifting this essence to the multitude of unique essences which make up our world. In this process one is poised between an environmental ecology and a spiritual ecology (Cajete, 1994). The implicit goal of Finding Face (identity), Finding Heart (passion) and Finding Foundation (vocation) is the destination to which the various pathways of indigenous education ultimately lead (Cajete, 1994). This paper explores autobiographical inquiry in relation to teacher/researcher’s lived experiences of life writing, visual art activities, and action research in the context of indigenous epistemologies.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"7 1","pages":"82-100"},"PeriodicalIF":0.3,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66903020","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}