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Book part
Publication date: 20 January 2021

Bob Lingard

The chapter demonstrates that one way to read recent developments in national curriculum in nations around the globe is as both expressions of and responses to…

Abstract

The chapter demonstrates that one way to read recent developments in national curriculum in nations around the globe is as both expressions of and responses to globalization. Additionally, the chapter argues that curriculum making today is affected by ever-changing imbrications between local, national, regional and global relationships. Examples of this include the curriculum impacts actual and potential of the OECD's testing regime and aspirations in relation to curriculum and the EU's creation of a European education policy space. The more recent rise of new nationalisms and ethnonationalism is seen to have potential impact on national curriculum. Some consideration is also given to the content of the curriculum and the contemporary focus on both disciplinary knowledge and on what sorts of people schools should produce; both it is argued are responses to globalization. The ways the message systems (curriculum, pedagogy and evaluation) sit in a symbiotic relationship with each other and the impact of the strengthened significance of international and large-scale assessments on the enactment of the curriculum are also documented. Some brief account is provided of the enhanced involvement of EdTech companies producing online curricula and the ways the pandemic has accelerated this development with the concerning potential for the privatization of the curriculum.

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Curriculum Making in Europe: Policy and Practice within and Across Diverse Contexts
Type: Book
ISBN: 978-1-83867-735-0

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Article
Publication date: 1 March 1993

Linda Apelt and Bob Lingard

Concerned with the need to scrutinize the rhetoric of currentblueprints for schooling reform to ensure that in their implementationthere results a power redistribution…

Abstract

Concerned with the need to scrutinize the rhetoric of current blueprints for schooling reform to ensure that in their implementation there results a power redistribution which is in the interests of improved educational outcomes for more students, particularly for those who are currently the least advantaged. It is argued that with the implementation of decentralization and devolution policies for public education, there is a need to ensure that the principle of equity is maintained as an end to be achieved through democratic and efficient means which are in harmony with the spirit of public schooling in a liberal democracy. Questions related to the motives for reform and who benefits are pivotal.

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Journal of Educational Administration, vol. 31 no. 3
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 February 2002

Bob Lingard, Debra Hayes and Martin Mills

This history of the politics of moves towards school‐based management in Queensland education is located within a broader historical and political analysis of such moves…

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This history of the politics of moves towards school‐based management in Queensland education is located within a broader historical and political analysis of such moves across Australia since the Karmel Report. This paper specifically focuses in on developments in Queensland. The Queensland analysis traces the moves from Labor’s Focus on Schools through the Coalition’s Leading Schools and the most recent Labor rearticulation in the document Future Directions for School‐based Management in Queensland State Schools. The analysis demonstrates that the concept of school‐based management has no stipulative meaning, but rather is a contested concept. More generally, the paper provides an account and analysis of new forms of governance in educational systems and the tension between centralising and decentralising tendencies as school‐based management is adopted in order to address a number of competing policy objectives.

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Journal of Educational Administration, vol. 40 no. 1
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 October 2004

Debra Hayes, Pam Christie, Martin Mills and Bob Lingard

This paper draws on a three‐year study of 24 schools involving classroom observations and interviews with teachers and principals. Through an examination of three cases…

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Abstract

This paper draws on a three‐year study of 24 schools involving classroom observations and interviews with teachers and principals. Through an examination of three cases, sets of leadership practices that focus on the learning of both students and teachers are described. This set of practices is called productive leadership and how these practices are dispersed among productive leaders in three schools is described. This form of leadership supports the achievement of both academic and social outcomes through a focus on pedagogy, a culture of care and related organizational processes. The concepts of learning organisations and teacher professional learning communities as ways of framing relationships in schools, in which ongoing teacher learning is complementary to student learning, are espoused.

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Journal of Educational Administration, vol. 42 no. 5
Type: Research Article
ISSN: 0957-8234

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Book part
Publication date: 20 January 2021

Daniel Alvunger, Tiina Soini, Stavroula Philippou and Mark Priestley

This chapter provides a summary and a concluding discussion on the main findings from the different cases and chapters throughout this volume. The chapter revisits the…

Abstract

This chapter provides a summary and a concluding discussion on the main findings from the different cases and chapters throughout this volume. The chapter revisits the approach on curriculum making as non-linear and as framed around a conceptualisation of interrelated sites of activity – supra, macro, meso, micro and nano – presented in the introduction. A central conclusion of this book is that the meso site of activity stands out as critical for current developments within curriculum making, both in terms of a transformed role for the nation state in macro curriculum making, as well as implications of policy flows and processes from the supra site of activity. Based on our observations, we suggest an elaborated model for understanding curriculum making, with special attention to the significance of meso curriculum making and teacher agency. In the final part of the conclusions, we argue that there are a number of lessons to be learned from curriculum making in the European context. In line with the significance of meso curriculum making observed throughout the volume, we emphasize the importance of middle ground and mobility, the necessity of participatory curriculum making, and that systems of accountability need to be based on trust. We also underline the importance of a delicate balance concerning regulation– providing support, guidance and steering – together with a critical awareness of destructive as well as progressive forces for maintaining and providing the agency of the educational systemfor good curriculum making.

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Curriculum Making in Europe: Policy and Practice within and Across Diverse Contexts
Type: Book
ISBN: 978-1-83867-735-0

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Article
Publication date: 1 December 1999

Kenneth Leithwood, Doris Jantz and Rosanne Steinbach

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International Journal of Educational Management, vol. 13 no. 6
Type: Research Article
ISSN: 0951-354X

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Book part
Publication date: 20 January 2021

Abstract

Details

Curriculum Making in Europe: Policy and Practice within and Across Diverse Contexts
Type: Book
ISBN: 978-1-83867-735-0

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Article
Publication date: 29 July 2019

Jude Chua

The purpose of this paper is to suggest that the mechanics of the neoliberal mindset is governed paradigmatically by a peculiar notion of “time,” which leads, in turn, to…

Abstract

Purpose

The purpose of this paper is to suggest that the mechanics of the neoliberal mindset is governed paradigmatically by a peculiar notion of “time,” which leads, in turn, to a kind of amoral consequentialism that projects meaninglessly and amorally into the future. The author proposes, in comparison, the pre-modern and ancient sense of the temporal which has the potential to yield moral insights for guiding policy thinking.

Design/methodology/approach

The author employs a philosophical approach and historical approach. The authors analyze philosophically the notion of the temporal in the consequentialist neoliberal agency, and draws on continental, ancient and medieval philosophical sources of temporality to develop an alternative.

Findings

The author argues that a rich notion of the temporal can be retrieved from medieval sources. This notion of the temporal is located in our experience of changing embodied beings, or physis, and gives rise to thuamazein or awe, which shows moral insights. The latter is a valuable source of guidance in policy thinking.

Research limitations/implications

This paper also suggests that epistemological commitment to an authority as numbers, feeding a policy as numbers, needs to be challenged. This paper does not draw on empirical data but nevertheless aspires to develop a thoughtful conceptual case on behalf of its conclusions.

Practical implications

A moral, neoliberal consequentialism is harmful to professional agencies. This paper offers a different way to think policy that puts what truly matters in front of us.

Social implications

Neoliberalism breeds the terrors of performativity that forgets what as a society we need to aim for on behalf of happiness, and instead drives us to compete without restraint after particular quantitative achievements. By challenging this paradigm, it is possible to offer policy thinking a different set of conceptual tools with which to think ourselves out of this performative irrationality.

Originality/value

This paper retrieves a medieval notion of time that is related with the showing of moral insights, opposed to amoral neoliberal consequentialism. In this way, there is a proposal of an alternative to neoliberalism, and not merely the worry of its damaging effects. It is also an original developmental study of Heidegger’s retrieval of ancient philosophy’s sense of temporality and its connection with ethics in the light of the resources in medieval philosophy.

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International Journal of Comparative Education and Development, vol. 21 no. 4
Type: Research Article
ISSN: 2396-7404

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Book part
Publication date: 14 September 2020

Mike Watts

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Completing Your EdD: The Essential Guide to the Doctor of Education
Type: Book
ISBN: 978-1-78973-563-5

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Book part
Publication date: 20 January 2021

Mark Priestley, Stavroula Philippou, Daniel Alvunger and Tiina Soini

This chapter provides an introduction to the European case study chapters in this volume on curriculum making. The chapter explores different conceptions of curriculum and…

Abstract

This chapter provides an introduction to the European case study chapters in this volume on curriculum making. The chapter explores different conceptions of curriculum and curriculum making. It offers a critique of existing thinking about curriculum making as something that occurs withinreified levels within an educational system. Such thinking often construes curriculum making as occurring through linear and hierarchical chains of command from policy to practice. Drawing upon previous conceptualizations of curriculum making, the chapter develops a new approach to understanding curriculum making. This is a heuristic rather than a normative framing; it is essentially non-linear, framed around the concept of intertwined sites of activity – supra, macro, meso, micro and nano – within complex systems, with curriculum making framed as types of activity rather than institutional functions.

Details

Curriculum Making in Europe: Policy and Practice within and Across Diverse Contexts
Type: Book
ISBN: 978-1-83867-735-0

Keywords

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