{"title":"Teaching an ecological world-orientation through teaching history","authors":"A. Gare","doi":"10.14288/TCI.V5I1.66","DOIUrl":"https://doi.org/10.14288/TCI.V5I1.66","url":null,"abstract":"Arguing that the eco-catastrophe facing us requires a dramatic change in direction, it is suggested that education has to be fundamentally reconceived. It is necessary to teach an ‘ecological world-orientation’, and it is shown what this entails. This is not merely a different view of the world, it is argued; it involves firstly, developing an ‘internalist’ perspective in place of an ‘externalist’ perspective, one in which students learn to see themselves, their actions and their beliefs as part of the world they are trying to understand, and secondly, experiencing the world in process of becoming rather than as a world of predicable objects. Teaching an ecological world-orientation means teaching students to think of their education as participation in creating themselves, their society and nature. It is argued that this should begin with appreciating the significance of historical narrative before teaching a post-reductionist form of science.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"5 1","pages":"26-31"},"PeriodicalIF":0.3,"publicationDate":"2008-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66903229","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 making on the edge of Europe in the age of globalization: two alternative scenarios","authors":"F. Sousa","doi":"10.14288/TCI.V4I2.33","DOIUrl":"https://doi.org/10.14288/TCI.V4I2.33","url":null,"abstract":"My purpose in this article is to discuss – in the light of the current debates on globalization – some possible implications of the peripheral position of the region where I live – The Azores, Portugal – for curriculum construction. Considering that curriculum construction in Portugal has been traditionally very centralized but the regional government of the Azores has recently started to design a regional curriculum, I shall discuss two alternative scenarios for its construction. One of the scenarios is based on a categorical approach to difference – a kind of approach that has prevailed among many curricular initiatives whose guiding principles emerge, to some extent, from a commitment to the advocacy of certain minorities. The other scenario is based on a non-categorical approach to difference, inspired by the “grammar of difference” proposed by Nicholas Burbules. I will argue that the latter kind of approach is, in principle, more respectful of every kind of difference operating in school and, therefore, more likely to accommodate differences that result from the specific characteristics of the Azores without treating them in ways that might isolate the regional curriculum, that is, jeopardize its openness to cosmopolitan views of knowledge.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"4 1","pages":"1-10"},"PeriodicalIF":0.3,"publicationDate":"2007-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66903150","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":"Envisioning a Global Future for Rural Australia: Local Government visions and local youths’ educational aspirations","authors":"Charlotte Fabiansson, L. Healey","doi":"10.14288/TCI.V4I1.39","DOIUrl":"https://doi.org/10.14288/TCI.V4I1.39","url":null,"abstract":"Education, theoretical and vocational, has become an essential requirement for competing in local and global labour markets. In the 21st century, there are few work positions available for school leavers without further tertiary education and vocational training. Traditionally, for the majority of young people, the purpose of education and vocational training has been to satisfy employers’ requirements for a suitable workforce rather than an education for personal enjoyment and benefits. With the globalisation and specialisation of the work force, the education period has become an accepted phase between childhood and adulthood, giving young people the freedom to pursue education for professional gains and work opportunities, as well as for personal satisfaction. This paper discusses the vision of elected councillors for their rural communities and young people’s aspirations for further education and training. The research is based on interviews with local government councillors, council staff and a survey of 751 rural students, between 14 and 21 years of age who were attending local secondary high schools and living in two rural communities in Queensland, Australia, in 2003. The research explored students’ preferred education trajectories and work aspirations, and community representatives’ perception of young people’s future in rural communities. The findings indicate community awareness of the changing situation where females aspire to university education and professions beyond local family traditions and local employment opportunities, while males are still following strong traditional education pathways of mining and farming within their communities.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"4 1","pages":"29-41"},"PeriodicalIF":0.3,"publicationDate":"2007-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66903103","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 Studies and Transnational Flows and Mobilities: Feminist Autobiographical Perspectives","authors":"Janet L. Miller","doi":"10.1163/9789087909482_004","DOIUrl":"https://doi.org/10.1163/9789087909482_004","url":null,"abstract":"I here consider possible effects of global flows, transnational connections, and transcultural interactions on attempts to construct a worldwide curriculum studies field. These flows and mobilities loosen local populations from geographically constrained communities, connecting people and places around the globe in new and complex ways. Thus, they dramatically alter not only processes of curriculum construction and theorizing but also ways in which a worldwide curriculum studies field might be conceptualized and enacted. I argue that these flows and mobilities point to a necessary conceptualization of a worldwide curriculum studies field as always in the making. \u0000 I briefly review perspectives on global flows and mobilities that currently circulate among a variety of academic disciplines. I then examine various feminists’ transnational, poststructural, postcolonial, and queer theorizing and practices in order to articulate tensions and possibilities for a worldwide curriculum studies field affected by transnational flows and mobilities. Particular feminist work especially draws attention to political, social, economic, and environmental biases and injustices that flows and mobilities have shaped and sustained. I argue that these feminists’ interrogations could contribute to curriculum scholars’ negotiations of cultural, geographical, linguistic, and theoretical differences across a worldwide curriculum studies field. \u0000 In particular, I autobiographically explore feminist examinations of transnational flows and mobilities as one possible means to hold varying perspectives on these phenomena in simultaneous yet often tension-filled relation to one another. Conceptions of transnational flows and mobilities become visceral through embodied autobiographical inquiries that take into account shifting and rapidly changing discursive and material effects of globalization. These effects include knowledges and identities produced at everyday educational sites as well as within the potentials of a worldwide curriculum studies field.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"3 1","pages":"31-50"},"PeriodicalIF":0.3,"publicationDate":"2007-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64569316","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":"Letter to my sister about Doll's 4 R's","authors":"Lixin Luo","doi":"10.14288/TCI.V1I1.9","DOIUrl":"https://doi.org/10.14288/TCI.V1I1.9","url":null,"abstract":"This article applies William Doll's postmodern perspective on curriculum to the education of the author's 4-year-old niece. It is written as a letter to the child's mother (the author's sister) and thus offers an interpretation of the applicability of Doll's theory to education in the People's Republic of China. The article begins by introducing some key concepts in theorizing a postmodernist curriculum and draws attention to the differences between a modernist curriculum and a postmodernist curriculum. The article then examines Doll's 4R's (richness, recursion, relations, and rigor), with particular reference to their implications for Chinese education, and their patterns (in ambiguity, webbing and play) when understood as a whole. The article concludes with the author's reflections on how postmodernist curriculum theorizing has influenced her personal worldview.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"4 1","pages":"28-42"},"PeriodicalIF":0.3,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66903088","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}