Journal of Curriculum Studies最新文献

{"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":"23 1","pages":"0"},"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":"24 1","pages":"0"},"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":"313 1","pages":"0"},"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":"4 1","pages":"0"},"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":"3 1","pages":"0"},"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}

{"title":"Participation in national curriculum reform - coherence from complexity","authors":"Sanna-Mari Salonen-Hakomäki, Tiina Soini","doi":"10.1080/00220272.2023.2256388","DOIUrl":"https://doi.org/10.1080/00220272.2023.2256388","url":null,"abstract":"National curriculum reform is a complex negotiation point of how basic education should be practiced and what role it should take in society. The question of participation in this process is central to creating a coherent, responsible, and implementable curriculum—but still left for little investigation in the national level reforms. Our goal was to answer, how can participation in curriculum reform create coherent system-wide change in a complex education system? In this study, we approach the participative national Finnish Core Curriculum Reform 2014, through interviews of the reform steering group who acted as central stakeholders in the reform. We practiced a thinking with theory -oriented analysis and utilized Michel Callon’s four moments of translation as a theoretical framework to examine the interviews.Results illustrate how the moment of interessement leads to enrolment—how participation adds complexity to reforms but also offers an opportunity to build more coherent and lasting system-wide change from it during the processes of learning with and from each other. The results also provide us with a practical view on why coherent, lasting change cannot be authoritatively forced in a system, such as the education system, but is by its nature networked, collaborative and shared.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134947880","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":"Profession, organization, and academic discipline. Differentiation of a special education science in Germany since 1900","authors":"Vera Moser","doi":"10.1080/00220272.2023.2248213","DOIUrl":"https://doi.org/10.1080/00220272.2023.2248213","url":null,"abstract":"","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77212699","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":"National Curriculum and Assessment in England and the continuing narrowed experiences of lower-attainers in primary schools","authors":"E. Hargreaves, Laura Quick, Denise Buchanan","doi":"10.1080/00220272.2023.2253455","DOIUrl":"https://doi.org/10.1080/00220272.2023.2253455","url":null,"abstract":"A considerable body of global educational literature has examined how schooling policy based on measuring and managing performance has narrowed children’s access both to curriculum breadth and to diversity in pedagogy. This article approaches these curriculum dilemmas within the global concern for children’s wellbeing and social justice. In particular, it focuses on the experiences of children designated by this system as lower-attaining, which is a much under-researched aspect of these concerns. Based on an innovative five-year life-history study of 23 seven to 12 year-old lower-attaining school-children in the English system, this article examines how these children themselves depicted their schooling experiences. We conclude, drawing on term-by-term experiences narrated by these children, that the current curriculum and assessment arrangements narrowed their opportunities for participation in engaged learning, especially in comparison to higher-attaining children; which undermined their wellbeing and brought social justice into question. The children high-lighted the negative impact of curriculum emphases on mathematics and English rather than on non-core and outside-school curriculum areas for lower-attaining in particular; and the emphasis on attainment rather than participation in learning. They had few opportunities to have their specific preferences validated, leading in some cases to these lower-attainers being excluded from participation in school-learning.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"95 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83927124","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":"以循環探索的深度學習來提升教師課程設計的潛力與實踐","authors":"張堯卿 張堯卿, 梁慧雯 Yao-Ching Chang","doi":"10.53106/181653382023091802003","DOIUrl":"https://doi.org/10.53106/181653382023091802003","url":null,"abstract":"<jats:p>\u0000 \u0000 </jats:p>","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"24 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81195408","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":"高等教育英語授課的本土化經驗：評《高等教育的 EMI 教學：理論與本土實務的對話》","authors":"林子斌 林子斌","doi":"10.53106/181653382023091802004","DOIUrl":"https://doi.org/10.53106/181653382023091802004","url":null,"abstract":"<jats:p>\u0000 \u0000 </jats:p>","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"49 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74508310","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}