Journal of Curriculum Studies最新文献

{"title":"Sinophobia + Sinocentrism— An AsianCrit Analysis of the US Military's Wartime Curricular [Re]racialization of Chinese [Americans]","authors":"Kyle L. Chong","doi":"10.1080/00220272.2023.2267100","DOIUrl":"https://doi.org/10.1080/00220272.2023.2267100","url":null,"abstract":"ABSTRACTIn this paper, the author uses an AsianCrit analysis of US Department of War Educational Manual No. 42, Our Chinese Ally (EM42), a document of military curriculum from WWII. Their argues that EM42 demonstrates both a state-sanctioned [re]racialization of Chinese and Chinese Americans through simultaneous technologies of Sinophobia and Sinocentrism. Their analysis of EM42 has implications for the construction of Asian Americans as a ‘model minority’ in the United States, and highlights EM42’s contemporary reverberations on the construction of Asian American identity, as well as how nation-states challenged stereotypes of Chinese people without decentring whiteness.KEYWORDS: Asian AmericansChinese AmericansAsianCritcurriculumrace AcknowledgmentsI would like to express my deepest thanks to Alexandra Allweiss, Dorinda Carter Andrews, Kyle Greenwalt, and Christina Schwarz for their support for this work and for me as a scholar.Disclosure statementNo potential conflict of interest was reported by the author(s).Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.Notes1. In this paper, I use the term ‘China’ to refer to a geographic context, rather than synonymous with a particular iteration of a nation-state. I distinguish between referring to the People’s Republic of China (PRC) as the nation-state and China as the geographical context.2. Ironically, Deng Xiaoping subsequently used Chinese characteristics as a technology of authoritarian nationalism by the PRC as part of the supposedly reparative statecraft that asserts the PRC’s sovereignty after Unequal Treaties that marked the start of China’s Century of Humiliation (1839–1949) (Harvey, Citation2005; Wang, Citation2012).3. Han Supremacy critiques the conflation of Han ethnic identity and cultural practices with Chinese identity which emerges from the fluidity of the term Chinese as a reference to a cultural, linguistic, and national identity in Western contexts partly due to epistemological differences in Western concepts of race (Leibold, Citation2010; Louie, Citation2004).Additional informationFundingThe author(s) received financial support for this research from the Asian Pacific American Studies Program at Michigan State University (Graduate Fellowship Program), the Asian Studies Center at Michigan State University (Chinese Student Endowment), and the College of Education at Michigan State University (Summer Research Fellowship).","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136098393","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}

{"title":"Multi-perspectivity and the risk of perpetration minimisation in Dutch Holocaust and slavery education","authors":"Joandi Hartendorp, Nicole Immler, Hans Alma","doi":"10.1080/00220272.2023.2261998","DOIUrl":"https://doi.org/10.1080/00220272.2023.2261998","url":null,"abstract":"ABSTRACTThe Dutch perpetrated in both the Holocaust and chattel slavery. However, Dutch cultural memory does not significantly recognize Dutch perpetration in these sensitive histories. This article explores the interplay between cultural memory and history education as a potential explanation for this oversight, by specifically focusing on the implementation of multi-perspectivity. In Dutch history education, multi-perspectivity is valued, yet scholars have warned that it could contribute to minimization of perpetration. The deliberate choice of a qualitative research approach, as opposed to the more common textbook analysis, served to centre history teachers’ perspectives and allowed for a comprehensive analysis of their descriptions of multi-perspectivity in Holocaust and slavery education. This exploration further substantiated the concern regarding the risk of perpetration minimization. It reveals that history teachers predominantly approach multi-perspectivity in Holocaust and slavery education through teaching respectively historical empathy and positionality. Stimulating historical empathy and emphasizing positionality with pupils affect the presentation of historical distance and perpetration. Through these approaches teachers risk providing pupils with the understanding that everyone, including perpetrators, can be seen as victims of their historical circumstances, making it challenging to assign moral responsibility. To address this risk of perpetration minimization, this article explores underlying causes and offers recommendations.KEYWORDS: History educationmulti-perspectivitycultural memoryHolocaust educationslavery education Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. I elaborate on this further in the theoretical framework.2. These scholars propose a theoretical connection between history education and collective, cultural or national memories. The actual process of the interplay is not explained.3. This ‘grey’ representation neglects that the extermination of over one hundred thousand Jews would not have been feasible without the collaboration of the Dutch civil service and its bureaucratic system and the active participation of Dutch citizens in arresting Jews (for profit) (Van Liempt, Citation2009).4. Dutch slavery was not restricted to the enslavement of Africans, but the interviews showed that teachers pay little attention to Dutch slavery in other regions.5. The identity of pupils and their relation to the subject could potentially affect the lesson as well. Zembylas (Citation2007) and Epstein (Citation2010), offer insight into class dynamics due to differing identities and emotions of teachers and pupils. This study focuses predominantly on teachers.6. Inspired by Alma (Citation2015), this article defines imaginaries as: the implicit expectations and values which underlie social practices and come to expression in the widely accepted and sometimes taken for granted narratives,","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136279930","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}

{"title":"Mentor teachers’ professional vision: A study of the differences with classroom teachers and student teachers","authors":"Aron Decuyper, Hanne Tack, Karolien Keppens, Kristof Van Damme, Peter Lambert, Ruben Vanderlinde","doi":"10.1080/00220272.2023.2258517","DOIUrl":"https://doi.org/10.1080/00220272.2023.2258517","url":null,"abstract":"ABSTRACTA crucial competence for mentor teachers is the ability to analyse classroom practices as they are expected to model effective teaching practices and to provide feedback to student teachers. This ability is referred to in the literature as professional vision. The present study assesses mentor teachers’ (n = 137) professional vision regarding teacher-student interactions and differentiated instruction, using a validated video-based comparative judgement measurement instrument. The results indicate that mentor teachers have a high professional vision. It can thus be assumed that mentor teachers can support student teachers. Additionally, their professional vision is compared with that of classroom teachers (n = 996) and student teachers (n = 2168), expecting it to be significantly higher than that of classroom teachers and student teachers. The results show no significant difference between mentor teachers and classroom teachers but a significant difference between mentor teachers and student teachers. Hence, mentor teachers and classroom teachers are equally able to identify and interpret crucial aspects of effective teaching behaviour and both groups are better able than student teachers in this regard. This study contributes to the current state of the art on mentor teachers from a theoretical, empirical and methodological point of view.KEYWORDS: Mentor teachersprofessional visioncomparative judgementteacher-student interactionsdifferentiated instruction AcknowledgmentsWe would like to thank our three reviewers for the time and effort spent on review our manuscript. We sincerely appreciate all their valuable comments and suggestions which helped us to improve the quality of the manuscript.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816222","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}

{"title":"Differentiation of education through juridification","authors":"Andreas Bergh, Eva Forsberg","doi":"10.1080/00220272.2023.2261991","DOIUrl":"https://doi.org/10.1080/00220272.2023.2261991","url":null,"abstract":"The objective of this article is to explore differentiation of education through juridification. We examine changes in school governing, including trends towards globalization and marketization, as well as increased regulatory intervention in addressing complex social problems. Drawing on Luhmann’s theory of functional differentiation and Teubner’s problematization of juridification, we scrutinize three sets of distinct legislative regulations in a Swedish context. We uncover a multifaceted juridification alongside a multifunctional school organization nested in a complex web of differentiated and interconnected subsystems. Traditional forms of differentiation persist, albeit with juridification as a lever, thus sparking renewed tensions.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135967379","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}

{"title":"Knowledge, knowers, and power: understanding the ‘power’ of powerful knowledge","authors":"Daniel Talbot","doi":"10.1080/00220272.2023.2256009","DOIUrl":"https://doi.org/10.1080/00220272.2023.2256009","url":null,"abstract":"This article seeks to contribute to recent theorizing around the concept of powerful knowledge. I begin with a discussion of the current use of the term in both academia and the wider institutional environment of schools. I then give a detailed account of its origins in social realism before exploring different iterations of the concept in recent academic work. The second half of the article seeks to develop the idea of ‘power’ in powerful knowledge by engaging with the criticisms of philosopher John White. I do this by bringing in the philosophical work on the concept of power offered by Peter Morriss. I conclude that Morriss’ analysis of power can help reveal why ‘power’ is best seen as a disposition to effect certain ends. I suggest that this helps resolve some of the concerns of White and provides a template for how to think about powerful knowledge going forward.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136136894","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}

{"title":"Social realism and school history: the role of the historical discipline in substantive knowledge selection","authors":"Alexander Benger","doi":"10.1080/00220272.2023.2253551","DOIUrl":"https://doi.org/10.1080/00220272.2023.2253551","url":null,"abstract":"ABSTRACTThis paper addresses the question of what role the historical discipline might play in informing the selection of substantive knowledge for school history curricula. In the process, it seeks to clarify the usefulness and limitations of Young’s social realist theory of powerful knowledge in the case of school history. The paper proposes that assessing the potential of the historical discipline for informing substantive knowledge selection in school history requires a more thorough account of the historical discipline’s horizontal knowledge structure. Having attempted such an account, it is argued that while the historical discipline offers no consensus on exactly what substantive knowledge to teach, it does offer resources for tackling political and ethical questions inherent in substantive knowledge selection in school history. This is exemplified through the case of environmental history. The paper concludes that realizing the potential of the historical discipline to contribute to questions of substantive knowledge selection in school history requires that history educators move beyond theorizing the distinction between vertical and horizontal discourses, central to Young’s theory of powerful knowledge, and, drawing on Bernstein, consider the historical discipline’s particular horizontal knowledge structure and its dialogic, often critical, entanglement with horizontal discourses.KEYWORDS: History educationcurriculumsubstantive knowledgepowerful knowledgesocial realism AcknowledgmentsWith thanks to my MA supervisor, Dr Arthur Chapman.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136136893","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}

{"title":"Minding the gaps: the politics of differentiation in Swedish education from 1842 to the 1960s","authors":"Tatiana Mikhaylova, Daniel Pettersson","doi":"10.1080/00220272.2023.2260456","DOIUrl":"https://doi.org/10.1080/00220272.2023.2260456","url":null,"abstract":"The concept of differentiation holds immense significance in education, touching upon aspects like access, inclusion, justice, and equality. However, it is also a complex and elusive notion, which acquires different meanings across historical and cultural contexts. This article explores the shifting reasoning about differentiation in the Swedish educational context. Inspired by Foucault’s account of disciplinary power, it conceptualizes differentiation as a technique for marking and addressing gaps between individuals. Drawing on an analysis of governmental and scholarly reports from 1842 to the late 1960s, the article identifies three shifts in the reasoning on differentiation: 1) from differentiation by socioeconomic class as a given factor to the search for scientific rationales for differentiation based on measurement of intellectual ability, 2) from viewing differences in intelligence as biologically conditioned and stable to viewing them as amenable to training and correction through education, and 3) from a focus on inputs to a focus on outputs. Overall, the article argues that even if the term ‘differentiation’ itself has been discursively replaced by others, the ideas underlying it—the search for gaps—continue to shape education in Sweden and beyond.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308872","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}

{"title":"Representation, Race and Empire: a Postcolonial Analysis of the New York Global History Regents exam","authors":"Shreya Sunderram","doi":"10.1080/00220272.2023.2255993","DOIUrl":"https://doi.org/10.1080/00220272.2023.2255993","url":null,"abstract":"ABSTRACTPostcolonial studies have long identified history curriculum as a site of empire building. High stakes exams like the Global History Regents Exam in New York (NYGHR) undoubtedly impact curriculum but have yet to be examined through a postcolonial lens. This study evaluates to what extent, if at all, the NYGHR perpetuates eurocentrism as defined by four concepts from the literature: numerical representation, replacement, tokenism and narrative erasure. Through both qualitative and quantitative analysis, the study finds the exam to be eurocentric both in its numerial underrepresentation of the global south, and in its replacement and ommission of global south achievement, its overuse of tokenism, and its flagrant narrative erasure of the violence of colonialism. The study posits implications and next steps for students, practitioners and future research on how to build inclusive, student driven global history curriculaKEYWORDS: EurocentrismcurriculumcolonialismGlobal Southnarrative erasureinclusive pedagogypostcolonial theorydecolonizing pedagogy Disclosure statementThe author is an employee of the New York City Department of Education. She does not teach a regents-based course and has no personal or professional relationship with the Regents Commission.Notes1. The phrase ‘Global South’ refers broadly to the regions of Latin America, Asia, Africa and Oceania, and ‘references an entire history of colonialism, neo-imperialism, and differential economic and social change through which large inequalities in living standards, life expectancy, and access to resources are maintained’ (The Global South—Nour Dados, Raewyn Connell, Citation2012). Global North is most often defined as regions of the world that were colonizers or benefited from colonialism (the act of violent political, economic and social exploitation and imposition on a people)—broadly, the United States, Canada, Europe and Australia. Though both Global South and Global North should be understood as political and not solely geographic markers, they are connected to the power and political dynamics of colonialism and so therefore politics of land ownership, control and geography are also at stake (Bhambra, Citation2014; Chakrabarty, Citation2008; Sparke, Citation2007; Spivak, Citation2003).","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149157","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}

{"title":"A “life of optimism” in curriculum, teaching, and teacher education: the legacy of Miriam Ben-Peretz","authors":"Cheryl J. Craig, Maria Assuncao Flores, Lily Orland-Barak","doi":"10.1080/00220272.2023.2257259","DOIUrl":"https://doi.org/10.1080/00220272.2023.2257259","url":null,"abstract":"ABSTRACTIn 2020, Miriam Ben-Peretz, the Israel Scholar of 2006 and a member of the U.S. National Academy (in addition to being a recipient of Israel’s EMET Prize for Research in Education and an American Educational Research Association Fellow) passed away. Ben-Peretz, whose life patterned Israel’s contested history (including its wars), was equally well known worldwide and at home. This intellectual biography captures her career trajectory, her abridged academic family tree, her research interests, and how her scholarship spread at home and abroad. Her knowledge creations: curriculum making, curriculum potential and curriculum encounters, are spotlighted. Her longstanding relationship with, and support of MOFET (Institute for Research and Curriculum Development in Teacher Education), which was founded Israel’s Ministry of Education, formed a seedbed for her knowledge utilization, knowledge mediation, and knowledge dissemination. Ben-Peretz’s career illuminates how she, as a pioneering female and founding citizen of Israel, made headway so that others, could follow in her footsteps. How to live optimistically, despite encountering barriers that would break others, is the legacy that Miriam Ben-Peretz left.KEYWORDS: Miriam Ben-Peretzcurriculumteachinginternational legacyscholarly impactknowledge useintellectual biography Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149168","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}

{"title":"Knowledge and the New Zealand curriculum ‘refresh’","authors":"Graham McPhail, Barbara Ormond, Alexis Siteine","doi":"10.1080/00220272.2023.2256010","DOIUrl":"https://doi.org/10.1080/00220272.2023.2256010","url":null,"abstract":"ABSTRACTThis paper examines the extent to which there has been a shift towards disciplinary knowledge in recently developed curriculum documents in New Zealand and evaluates whether a new ‘Understand, Know, Do’ structure for the curriculum has the potential to facilitate coherent design of teaching programmes and ‘deep learning’. Using a social realist lens, Bernsteinian theories on knowledge structures and recontextualization, and the principles of a Curriculum Design Coherence Model, the analysis identifies instances of both conceptual coherence and epistemic confusion which raises questions about the underlying principles upon which the curriculum documents are being developed.KEYWORDS: disciplinary knowledgecurriculum designsocial realismrecontextualizationcurriculum design coherence model Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. ‘Te Tiriti o Waitangi (in English, the Treaty of Waitangi), New Zealand’s founding document, was meant to be a partnership between Māori and the British Crown. Although it was intended to create unity, different understandings of the treaty, and breaches of it, have caused conflict. From the 1970s the general public gradually came to know more about the treaty, and efforts to honour the treaty and its principles expanded’ (Orange, Citation2023).2. taonga—a treasure, or anything valued by Māori for example the Māori language.3. te reo—the Māori language.4. tikanga—customary practices.5. mātauranga Māori–Māori knowledge.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134948452","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}