Prelims

Curriculum Making in Europe: Policy and Practice within and Across Diverse Contexts

ISBN: 978-1-83867-738-1, eISBN: 978-1-83867-735-0

Publication date: 20 January 2021

Citation

(2021), "Prelims", Priestley, M., Alvunger, D., Philippou, S. and Soini, T. (Ed.) Curriculum Making in Europe: Policy and Practice within and Across Diverse Contexts, Emerald Publishing Limited, Bingley, pp. i-xi. https://doi.org/10.1108/978-1-83867-735-020211001

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Emerald Publishing Limited

Copyright © 2021 Mark Priestley, Daniel Alvunger, Stavroula Philippou and Tiina Soini


Half Title

Curriculum Making in Europe

Series Page

Curriculum Making in Europe: Policy and Practice within and Across Diverse Contexts

Edited by

Mark Priestley

University of Stirling, UK

Stavroula Philippou

University of Cyprus, Cyprus

Daniel Alvunger

Linnæus University, Sweden

Tiina Soini

Tampere University and University of Eastern Finland, Finland

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<<Emerald Points Demy>>

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Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2021

© 2021 Mark Priestley, Stavroula Philippou, Daniel Alvunger and Tiina Soini. Published under exclusive licence by Emerald Publishing Limited.

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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. No responsibility is accepted for the accuracy of information contained in the text, illustrations or advertisements. The opinions expressed in these chapters are not necessarily those of the Author or the publisher.

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A catalogue record for this book is available from the British Library

ISBN: 978-1-83867-738-1 (Print)

ISBN: 978-1-83867-735-0 (E-ISBN)

ISBN: 978-1-83867-737-4 (Epub)

Contents

List of Tables and Figures vii
Contributor Biographies ix
Introduction
Curriculum Making: A Conceptual Framing 1
Mark Priestley, Stavroula Philippou, Daniel Alvunger and Tiina Soini
Chapters
1. National Curriculum Making as More or Less Expressions of and Responses to Globalization 29
Bob Lingard
2. ‘Sites’ of Curriculum making in Cyprus: Tracing the Emergence and Transformation of EXPERT Teacher-Subjects
Stavroula Kontovourki, Eleni Theodorou and Stavroula Philippou
3. The Ongoing Curriculum Reform in Portugal: Highlighting Trends, Challenges and Possibilities
Ana Mouraz and Ariana Cosme
4. Post-Socialist Curricular Reform in Czechia: Multiple Actors and Their Blame Games
Dominik Dvořák
5. Integral Curriculum Review in the Netherlands: In Need of Dovetail Joints
Nienke Nieveen and Wilmad Kuiper
6. The Case of Curriculum Development in England: Oases in a Curriculum Desert?
Gemma Parker and David Leat
7. Curriculum Reform in Scottish Education: Discourse, Narrative and Enactment
Walter Humes and Mark Priestley
8. The Craft of Curriculum Making in Lower Secondary Education in Ireland
Majella Dempsey, Audrey Doyle and Anne Looney
9. Understanding Transnational Curriculum Policies and Curriculum Making in Local Municipal Arenas – The Case of Sweden
Daniel Alvunger and Ninni Wahlström
10. Shared Sense-making as Key for Large Scale Curriculum Reform in Finland
Tiina Soini, Kirsi Pyhältö and Janne Pietarinen
Conclusions: Patterns and Trends in Curriculum Making in Europe
Daniel Alvunger, Tiina Soini, Stavroula Philippou and Mark Priestley

List of Tables and Figures

INTRODUCTION
Table 1. Curriculum Levels and Curriculum Products (Thijs & van den Akker, 2009, p. 9). 10
Table 2. Sites of Curriculum Making. 13
CHAPTER 1 (INTERNATIONAL TRENDS)
No tables or figures
CHAPTER 2 (CYPRUS)
No tables or figures
CHAPTER 3 (PORTUGAL)
Fig. 1. Timeline of Different Portuguese Policy Phases Concerning Curriculum Changes and Their Connections with Curriculum-making Layers. 80
Fig. 2. The Four Strategic Axes in the PAFC Reform Plan. 83
Chapter 4 (CZECHIA)
Table 1. Curriculum-making Levels in the Czech Case. 117
CHAPTER 5 (NETHERLANDS)
Fig. 1. Curriculum System Web (Nieveen et al., 2014, p. 170). 127
Fig. 2. Input and Output Regulation (Leat et al., 2013, p. 230). 127
Fig. 3. Balanced Mix of Bottom-up, Top-down and from Aside (Kuiper, 2009). 142
CHAPTER 6 (ENGLAND)
Table 1. Most and Least ‘Effective’ Interventions in the EEF Toolkit. 157
CHAPTER 7 (SCOTLAND)
No tables or figures
CHAPTER 8 (IRELAND)
Table 1. Actors Interviewed. 205
CHAPTER 9 (SWEDEN)
Fig. 1. A Modified Figure (from Table to Figure) of the Interaction of Accountability and Alignment from Coburn et al. (2016, p. 247). 229
CHAPTER 10 (FINLAND)
Table 1. The Educational Stakeholders Perceived Capacity to Activate the Shared Sense-making and Intentions to Increase the School Impact of the Curriculum Making at Different Layers of the Educational System. 260
Fig. 1. The Objects and Dynamics of the Shared Sense-making in the Macro, Meso and Micro Layers. 262
CONCLUSION
Fig. 1. Sites, Actors and Activities. 275

Contributor Biographies

About the Editors

Daniel Alvunger is an Associate Professor in Education at the Department of Education and Teachers' Practice at Linnæus University, Sweden. His research is focussed on education policy and curriculum making as social practice, teachers' professional agency, the organization of teacher education, and leadership and school development.

Stavroula Philippou is an Assistant Professor in Curriculum and Teaching at the University of Cyprus, Cyprus. She is currently the Lead Editor of The Curriculum Journal. Her research draws upon the theoretical, historical and sociological study of curriculum and teaching, focusing on genealogies of curriculum studies, teacher professionalism and curriculum change.

Mark Priestley is a Professor of Education at the University of Stirling, and the Director of the Stirling Network for Curriculum Studies. His research interests lie in the school curriculum – theory, policy and practice. He is a Co-author of Teacher Agency: An Ecological Approach (published by Bloomsbury) and the Lead Editor of the Curriculum Journal.

Tiina Soini, PhD, is a Research Director Faculty of Education and Culture, Tampere University and an Adjunct Professor in Philosophical Faculty, University of Eastern Finland. Her research interests include educational reforms, teachers' professional agency and well-being, and pupils learning agency.

About the Authors

Ariana Cosme has a PhD in Sciences of Education and is an Assistant Teacher at the Faculty of Psychology and Sciences of Education. Currently, she is also a Member of the Monitoring Committee of Curricular Reform. Her research interests are teaching work and the performance of teachers, pedagogical intervention, and student assessment.

Majella Dempsey lectures on curriculum, teaching, learning and assessment in Maynooth University, where she leads the professional doctorate in curriculum studies. She has led research projects on the role of technology in formative assessment, the assessment of key competences and task development and evaluation in science and mathematics.

Audrey Doyle lectures on initial teacher education across a range of modules on curriculum, teaching, learning and assessment at Dublin City University. She tutors on the micro-teaching and School Placement programme. She was principal of a post-primary school and a teacher for over 30 years.

Dominik Dvořák, PhD, is a Senior Researcher at the Faculty of Education, Charles University, Prague. His research interests include curriculum and knowledge, education systems, and comparative education. He is an Executive Editor of the journal Orbis Scholae and has extensive experience as a textbook editor and author.

Walter Humes has been a Professor of Education at the Universities of Aberdeen, Strathclyde and West of Scotland. He is now an Honorary Professor at the University of Stirling. His publications include work on curriculum studies, policy analysis, history of education, teacher education and educational leadership.

Stavroula Kontovourki is an Assistant Professor in Literacy and Language Arts Education at the University of Cyprus, Cyprus. Her research is theoretically grounded in sociocultural perspectives on literacy and post-structural theories of identity, and focusses on literacy pedagogy, literate identities across social contexts, multimodality, literacy teachers' professional identities, and literacy curricula, policy, and change.

Wilmad Kuiper is an Emeritus Professor of curriculum evaluation at Utrecht University. He is the former head of the Curriculum Research Department at SLO. His research interests are curriculum evaluation in relation with curriculum (re)design and implementation, balancing curriculum regulation and freedom, and the alignment between curriculum (renewal) and assessment.

David Leat is a Professor of Curriculum Innovation at Newcastle University, UK, and a Visiting Professor at the University of South East Norway. His main interest is in project-based learning and community curriculum making partnerships. His latest book is Enquiry and Project Based Learning: Students, School and Society (Routledge).

Bob Lingard is a Professorial Fellow in the Institute for Learning Sciences & Teacher Education at Australian Catholic University and an Emeritus Professor at The University of Queensland. His most recent books include, Globalisation and Education (Routledge, 2021), Digital Disruption in Teaching and Testing (Routledge, 2021) and Globalizing Educational Accountabilities (Routledge, 2016).

Anne Looney is a Professor and an Executive Dean of Dublin City University's Institute of Education. From 2001 to 2016, she was the CEO of the National Council for Curriculum and Assessment. In 2014/2015, she was a Professorial Research Fellow at the Institute for Learning Sciences and Teacher Education, based at Australian Catholic University in Brisbane.

Ana Mouraz holds a PhD in Sciences of Education. Currently, she is coordinating a research project funded by the Portuguese Science Foundation, entitled ‘Digital migrations and curricular innovation: giving new meaning to experience and rekindle the teaching profession after 50’. Her research interests are teacher education, curriculum studies and evaluation.

Nienke Nieveen is an Associate Professor and the Director of the teacher education programs at the University of Twente, The Netherlands. Her orientations are in teacher professional learning in relation to curriculum (re)design in schools, educational design research and curriculum design approaches and tools.

Gemma Parker, PhD, is a qualified primary school teacher who has taught in South London primary schools and in Higher Education settings, lecturing in primary mathematics. She now works as an independent primary mathematics advisor. Her doctoral research focussed on teachers' curriculum autonomy, and this continues to be an interest.

Janne Pietarinen, PhD, is a Professor of Educational Sciences, School of Applied Educational Science and Teacher Education, University of Eastern Finland and an Adjunct Professor at the Tampere University. His research interests are in educational transitions, pupil and teacher learning, and well-being in the context of sustainable school development.

Kirsi Pyhältö, PhD, is a Professor of Higher Education, in the Faculty of Educational Sciences, Centre for University Teaching and Learning, at the University of Helsinki, and a Professor of educational sciences in the Faculty of Educational Sciences, at the University of Oulu. Her research interests include school development, teachers' professional agency and well-being.

Eleni Theodorou is an Associate Professor in Social Foundations of Education at the Department of Education Sciences at European University Cyprus, Cyprus. Her research interests include, inter alia, sociological and anthropological constructions of childhood, multicultural education politics and policy, and sociological understandings of teacher professional identities, investigated through qualitative research methodologies.

Ninni Wahlström is a Professor of Education at Linnaeus University, Sweden. Her current research focusses on transnational and national policy discourses and their implications for national curriculum, deliberations at a municipal level and classroom teaching from a perspective of critical curriculum theory.