Journal of Curriculum Studies最新文献_第10页

‘Literacy for labour’ in the competency-based VET in Finland 芬兰以能力为基础的职业教育培训中的“劳动素养”

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-05-04 DOI: 10.1080/00220272.2023.2209148

Penni Pietilä, Sirpa Lappalainen

{"title":"‘Literacy for labour’ in the competency-based VET in Finland","authors":"Penni Pietilä, Sirpa Lappalainen","doi":"10.1080/00220272.2023.2209148","DOIUrl":"https://doi.org/10.1080/00220272.2023.2209148","url":null,"abstract":"ABSTRACT In Finland, the vocational education and training (VET) qualifications lead into work. Also, active citizenship is one of its aims, and qualification enables application to tertiary study. In terms of these aims, literacies are central. In the context of competency-based VET, we analyse how a curriculum of literacy is realized during literacy lessons. The theoretical background lies on sociocultural understanding of literacies as social practices, and this article discusses the school subject of literacy representing theoretical knowledge in competency-based education. Methodologically, the paper draws from feminist ethnography, and the analysis focuses on examining language use in recurring classroom events. We analyse ethnographic data from the literacy lessons for the car mechanics and building construction programmes (2018–2020). These are programmes with an overrepresentation of male and working-class-based youth. The analysis highlights that during the lessons, the value of literacy manifested as market-oriented and work-relevant ‘usefulness’, and the literacy curriculum was realized as delimited to labour contexts and topics. There was an imperative of motivation for conducting literacy schoolwork which draws on stereotyped notions of students who are seen as not interested in literacy but in longing to labour. Based on this analysis, the literacy curriculum was realized as ‘literacy for labour’.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87450570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Examining Charles Darwin’s (Mis)representation within science and history curricula 考察查尔斯·达尔文在科学和历史课程中的代表性

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-05-04 DOI: 10.1080/00220272.2023.2211654

J. Bickford

{"title":"Examining Charles Darwin’s (Mis)representation within science and history curricula","authors":"J. Bickford","doi":"10.1080/00220272.2023.2211654","DOIUrl":"https://doi.org/10.1080/00220272.2023.2211654","url":null,"abstract":"ABSTRACT Teaching and learning are grounded on age-appropriate, credible curricular resources, which can be formal (i.e. textbooks) and informal (i.e. trade-books). As Charles Darwin’s ideas galvanized biology and racism, this study examined his historical representation within trade-books (e.g. biography, narrative non-fiction, expository, etc.), textbooks (student editions, teacher editions, etc.), and curricular supplements (teacher-facing assessments and lessons; student-facing tests and tasks) published in United States. Through content analysis, I contrasted historians’ understandings of Darwin with history-based trade-books’ (n = 111) and biology-oriented texts’ (n = 132) depictions of Darwin. Misrepresentations abounded. History-based books concealed Darwin’s colonialist past and disregarded—or repeated without qualification and context—the racist ideas within his writing. Biology-based texts largely omitted problematic aspects of Darwin’s past. These 20th- and 21st-century history trade-books and science texts mirrored the patterns of 19th-century American social studies textbooks’ Lost Cause logic and 20th-century science American textbooks’ anti-evolution casuistry. Reviewed texts obscured the racist ideas within Darwin’s words, actions, and inactions, through both omission and commission. Concerns are raised about who determines how historical and scientific content are included, detailed, and omitted within curricular resources published in different countries.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83124888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dialectical materialism: an alternative way of thinking and doing education alternatively 辩证唯物主义:另类思维和另类做教育

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-05-04 DOI: 10.1080/00220272.2023.2207627

João M. Paraskeva, D. Huebner

{"title":"Dialectical materialism: an alternative way of thinking and doing education alternatively","authors":"João M. Paraskeva, D. Huebner","doi":"10.1080/00220272.2023.2207627","DOIUrl":"https://doi.org/10.1080/00220272.2023.2207627","url":null,"abstract":"ABSTRACT “Dialectic Materialism as a Method of Doing Education” - was written over 30 years ago by one of us – Huebner. Following an interesting dialogue we had over the last years, Dwayne suggested co-re-writing a revised piece to be published under both names. It explores at greater length the ideas that structured the initial piece and offers new avenues toward a better understanding of the importance of dialectical materialism as an alternative way to do education and curriculum. It dissects current dominant traditions of understanding education as undialectical; it explores how ‘undialecticality’ is intimately connected with the yoke of positivism and learning theories fostering what one of us have coined as curriculum epistemicide (Paraskeva, 2011) that colonializes the way we think and debate education, curriculum, and teacher preparation. It explores dialectical materialism as the best way to help educators accurately grasp multiple nexus that determine reality and profoundly impact our schools, teachers, and students’ daily lives. It advances how dialectical materialism provides the tools to engage with non-derivative approaches through an itinerant curriculum theory (ICT) as an alternative dialectical way of a decolonial reading of the word and the world.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77970624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Curriculum matters: educational tools for troubled times 课程问题:困难时期的教育工具

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-05-04 DOI: 10.1080/00220272.2023.2218466

W. Gershon, R. Helfenbein

{"title":"Curriculum matters: educational tools for troubled times","authors":"W. Gershon, R. Helfenbein","doi":"10.1080/00220272.2023.2218466","DOIUrl":"https://doi.org/10.1080/00220272.2023.2218466","url":null,"abstract":"ABSTRACT It is our contention that we are in a crisis of curriculum that can be seen from calls to defund public education to the reduction of children to scores on annual assessments. We also point to a crisis in studies of curriculum that the critical tools necessary to consider and critique curricular practices have been intentionally removed from schools of education. Our argument begins with a discussion of the potential significance for curriculum studies that focuses on questions of history and voice, and of resonances. In the light of such resonances and the ecologies where educational understandings reside, the second section of our paper examines the possibilities and challenges for curricular tools, as applicable in everyday interactions as they are in the more structured educational ecologies of schooling. We then apply such contextualized understandings to a formal curriculum espoused by an elite U.S. university in order to better articulate both what curriculum studies can do and why curriculum remains such a significant aspect of our understanding. Our work ends with a brief concluding section that suggests what else the curriculum might do and the kinds of things we are concerned are increasingly overlooked, from historical knowledge to contemporary cultural expressions.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88498529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Exploring the association between distributed leadership and student achievement: the mediation role of teacher professional practices and teacher self-efficacy 探讨分布式领导与学生成绩的关系:教师专业实践与教师自我效能感的中介作用

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-05-04 DOI: 10.1080/00220272.2023.2216770

A. Kılınç, Mahmut Polatcan, O. Çepni

引用次数: 2

Teaching and learning financial literacy within social studies – a case study on how to realise curricular aims and ambitions 在社会研究中教授和学习金融知识-如何实现课程目标和抱负的案例研究

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-04-24 DOI: 10.1080/00220272.2023.2203771

Mattias Björklund, Johan Sandahl

{"title":"Teaching and learning financial literacy within social studies – a case study on how to realise curricular aims and ambitions","authors":"Mattias Björklund, Johan Sandahl","doi":"10.1080/00220272.2023.2203771","DOIUrl":"https://doi.org/10.1080/00220272.2023.2203771","url":null,"abstract":"ABSTRACT Most salient financial literacy frameworks and curricula mainly focus on teaching and learning of simple money management. However, the financial demands placed on individuals today include much more complicated matters, such as buying a home and saving for retirement. Furthermore, financial literacy gives rise to normative questions such as what responsibility should be placed on individuals. In educational terms, this creates an alignment problem where the hopes and expectations placed in financial literacy as mass-education is not met by desirable results. This article uses previous results and the construct of powerful knowledge to discuss how financial literacy education in upper secondary school can benefit from an incorporation into social studies, which is an existing school subject in many educational systems. Findings include that teachers can utilize their existing teaching competence to also teach financial literacy. However, to accomplish results, both curricula and syllabi must guide teachers to abandon the focus on money management to instead focus on teaching students concerning the financial, economic and political issues that affect personal finances, yet at the same time can be affected by democratic decisions. Implications for financial literacy teaching and learning are discussed using the concept Powerful Financial Literacy.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86740192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Fostering competence: a narrative case study of developing a two-dimensional curriculum in Denmark 培养能力:丹麦发展二维课程的叙事案例研究

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-03-04 DOI: 10.1080/00220272.2023.2196570

Tomas Højgaard, Janne Solberg

{"title":"Fostering competence: a narrative case study of developing a two-dimensional curriculum in Denmark","authors":"Tomas Højgaard, Janne Solberg","doi":"10.1080/00220272.2023.2196570","DOIUrl":"https://doi.org/10.1080/00220272.2023.2196570","url":null,"abstract":"ABSTRACT This article examines curricular development within compulsory science and mathematics education (grades k-9) in Denmark during a 20-year transition towards competency-oriented curricula. The article contains two main parts. In the first part, we describe the Danish case, emphasizing how international and national trends at the turn of the millennium led to the development of competency-oriented curricula based on a two-dimensional framework. In this framework, subject goals are separated into competency and subject matter goals. In the second part, we explore teachers’ perspectives on potentials and challenges when implementing competency-oriented teaching. Teachers found the two-dimensional framework useful when translating curricula into teaching practice. This analysis also identified four key aspects that support teachers’ work within this framework: Maintaining two-dimensionality, coherent competency goals, goals that are both purposeful and teachable, and a feasible content structure. We conclude the article by proposing a model that combines these four aspects and by suggesting possible avenues for future research and developmental processes.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78921356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Citizenship education under authoritarian Islamic nationalism: an exploration of teachers’ conceptions of citizenship in Turkey 伊斯兰威权民族主义下的公民教育:土耳其教师公民观念的探索

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-03-04 DOI: 10.1080/00220272.2023.2185106

K. Sen

{"title":"Citizenship education under authoritarian Islamic nationalism: an exploration of teachers’ conceptions of citizenship in Turkey","authors":"K. Sen","doi":"10.1080/00220272.2023.2185106","DOIUrl":"https://doi.org/10.1080/00220272.2023.2185106","url":null,"abstract":"ABSTRACT This study explores a group of social studies teachers’ conceptions of citizenship by taking into consideration the country’s increasingly authoritarian political culture. It offers an analysis of semi-structured interviews carried out with 20 teachers working at state middle schools in a relatively secular city. The study found that the majority of the teachers are subscribed to a non-democratic conception of citizenship that prioritizes an uncritical loyalty to the nation, inculcates passive compliance, relies on a pro-Muslim notion of human rights, and makes little room for political issues discussion. Despite that, some teachers seem to develop oppositional discourses and seek ways to claim their agencies. The study concludes that the authoritarian Islamic nationalism in power has intensified the ethno-religiously nationalist, statist, and duty-centric aspects of citizenship education (CE). Some teachers’ explicit emphasis on pro-Islamic and anti-western discourses and almost all teachers’ explicit concern to stay away from politics emerge as novel characteristics that are consistent with the dictates of Turkey’s authoritarian regime. It seems authoritarian populist nationalism redresses citizenship as an exclusionary notion grounded in race, ethnicity, religion, and civilizational claims. Insights from this research may help the advocates keep CE supportive of democratic values under authoritarian conditions.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85658021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

MACOS課程方案發展始末及其歷史意義 MACOS課程方案發展始末及其歷史意義

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-03-01 DOI: 10.53106/181653382023031801003

鍾鴻銘鍾鴻銘

引用次数: 0

全球公民教育的批判性對話——評介《全球公民教育與多元文化主義危機：當前挑戰與觀點辯論》全球公民教育的批判性對話——評介《全球公民教育與多元文化主義危機：當前挑戰與觀點辯論》

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-03-01 DOI: 10.53106/181653382023031801004

周珮儀周珮儀

引用次数: 0