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Book part
Publication date: 20 January 2021

Ana Mouraz and Ariana Cosme

The aim of this chapter is twofold: first, it will discuss the roots and the aims of the curriculum reform launched in Portugal in 2017, suggesting that it shows the influence of…

Abstract

The aim of this chapter is twofold: first, it will discuss the roots and the aims of the curriculum reform launched in Portugal in 2017, suggesting that it shows the influence of international policy borrowing. Secondly, it aims to present and to discuss the trends that this reform is putting in place, highlighting some successful practices as well some misconceptions and controversial practices. To accomplish such aims, it follows the analytical framework that inspires this book, namely the approach that understands curriculum making as a dynamic process of interactions between different layers of the system, emphasizing the meso and the micro layers of curriculum decision-making. The focus on the experimental period that this chapter narrates is also an opportunity to analyse dynamics among the layers of curriculum making.

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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Book part
Publication date: 10 August 2023

Eunice Nyamupangedengu and Cuthbert Nyamupangedengu

Decolonizing the curriculum is an important topic in education but what does it really mean to decolonize the curriculum? In this self-study, I reflected, with the help of a…

Abstract

Decolonizing the curriculum is an important topic in education but what does it really mean to decolonize the curriculum? In this self-study, I reflected, with the help of a critical friend, on what decolonizing the curriculum could mean in the context of my biology education classroom using the Pedagogical Content Knowledge model by Davidowitz and Rollnick (2011) as the guiding framework. From these reflections, I came to the conclusion that decolonizing the curriculum is not about erasing the known facts and principles of science but rather, it is about contextualizing it by replacing the Eurocentric stories, texts, and examples among other things, with our own Afrocentric ones. Contextualizing our curriculum is, however, fraught with challenges which include underdeveloped indigenous languages available to be used as languages of instruction, lack of locally produced teaching and learning resources including textbooks, and lack of documented indigenous knowledge that curriculum implementers can use in their teaching in order to make it contextually relevant. In this chapter, I share insights from my reflections.

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Studying Teaching and Teacher Education
Type: Book
ISBN: 978-1-83753-623-8

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Book part
Publication date: 26 April 2011

Janice Huber, M. Shaun Murphy and D. Jean Clandinin

As we opened this chapter in relation with Loyla's life, we did so with a transcript excerpt from a research conversation in which Loyla spoke about a series of experiences…

Abstract

As we opened this chapter in relation with Loyla's life, we did so with a transcript excerpt from a research conversation in which Loyla spoke about a series of experiences shaping much unhappiness in her life; they were experiences also creating significant concern for Orie. On the day in May when Loyla, Orie, and Janice engaged in the conversation from which the transcript excerpt is taken, Orie and Loyla had, just hours prior, participated in an after-school meeting with Mrs. Gallagher. Orie explained to Janice that she had requested the meeting as a result of a series of situations unfolding over a number of months between Loyla, Cicily, and Ahlam. Recounting the events to Janice, Orie began with Loyla's shift in inviting Ahlam to her birthday party. Initially, Loyla suggested Ahlam as a friend she wanted to invite but then, the next morning, she told Orie she no longer wanted to invite Ahlam because Cicily had said that if Ahlam was invited, she would not attend (Journal entry, Orie, December 8, 2008).

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Places of Curriculum Making
Type: Book
ISBN: 978-0-85724-828-2

Book part
Publication date: 8 August 2015

Allan O’Connor

The task of this paper is to critique the ethics of an university entrepreneurship curriculum. For what purpose is entrepreneurship curriculum designed? Who decides what is to be…

Abstract

The task of this paper is to critique the ethics of an university entrepreneurship curriculum. For what purpose is entrepreneurship curriculum designed? Who decides what is to be included in an entrepreneurship curriculum? Ethics has a plurality and implies moral judgment informed by any individual’s values. In applying entrepreneurship education the rationale and justification of what is offered and why should be clear. The paper provides a synthesis conducted on an extant literature review on the ethics of an entrepreneurship curriculum, entrepreneurship education stakeholders, and stakeholder rights and obligations. An ethics enquiry framework is concluded that entrepreneurship education curriculum designers can apply to surface the assumptions underpinning the curriculum and assist educators to be clear and explicit about the intent and ambitions for an entrepreneurship education curriculum design. While this paper develops a framework, it has yet to be tested. Further research can examine specific sets of stakeholder expectations, variations in obligations among regulatory or institutional settings, explicitly examine the range of effects of an entrepreneurship curriculum, and report the usability and practical relevance of such an evaluative framework. Ethics in entrepreneurship education is under-researched and more particularly the ethics of the entrepreneurship curriculum appears to have rarely been questioned. Entrepreneurship education lays the foundation for the future actions of those who shape and socially structure entrepreneurship. Therefore, as educators, there is a greater responsibility for ensuring that the education provided meets certain expectations of and obligations to various stakeholder groups.

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The Challenges of Ethics and Entrepreneurship in the Global Environment
Type: Book
ISBN: 978-1-78441-950-9

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Book part
Publication date: 28 June 2013

Elizabeth Anderson and Nicole Fenty

From John Dewey to Herbert Kohl, many theorists and practitioners have explored the use of a developmentalist model as a way to harness the natural instincts and interests of…

Abstract

From John Dewey to Herbert Kohl, many theorists and practitioners have explored the use of a developmentalist model as a way to harness the natural instincts and interests of young children to foster meaningful learning. Yet, the concept of meaningful learning in early childhood education today is quickly shifting away from the developmentalist model and its emphasis on authentic learning, toward a social-efficiency model that emphasizes the use of state curriculum standards, standardized assessments, and evidence-based instructional approaches. As the early childhood curriculum pendulum swings, early childhood programs find themselves at risk for becoming more “business like” and less representative of the kind of reflective and risk-taking environments Dewey envisioned leaving educators struggling to use child-centered practices in an era of increased accountability. Considering some of the significant challenges facing early childhood programs and educators, it is critically important for the field of early childhood to begin examining the ways in which the curriculum and instructional procedures being utilized may, or may not, be illustrative of Dewey’s vision of active, dynamic, and integrated early learning experiences and, to what degree. One way to promote meaningful instructional integration is to consider the natural connections that exist across content areas. A logical beginning is to use literacy as an anchor for meaningful learning across the preschool curriculum. In this chapter the authors engage in a review of the literature as it relates to the integration of early literacy and content curriculum and discuss implications for future practice.

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Learning Across the Early Childhood Curriculum
Type: Book
ISBN: 978-1-78190-700-9

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Book part
Publication date: 20 January 2021

Nienke Nieveen and Wilmad Kuiper

This chapter addresses the balancing act between curriculum guidance and curriculum space, against the backdrop of an integral curriculum review at the national/macro level in the…

Abstract

This chapter addresses the balancing act between curriculum guidance and curriculum space, against the backdrop of an integral curriculum review at the national/macro level in the Netherlands, labelled ‘Curriculum.nu’. As part of this review initiative, many choices have to be made, reflecting answers to the following two questions: What balance is needed between curriculum regulation at the macro level and the provision of curricular space for schools at the meso and the micro level? And, what are the related responsibilities of all involved in the educational system web in order to make the curriculum change successful? Before getting to tentative answers, the chapter will provide an introduction to curriculum policy in the Netherlands and will offer an overview of the motives, aims, approaches and preliminary results of Curriculum.nu. The provisional answers include a set of research-informed principles for making the curriculum review efforts a success, including a call for dovetailing the various curriculum layers and for a strategic curriculum mix of room for school-specific decision-making, substantive guidance, support by exemplification and firm investments in professional development.

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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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Book part
Publication date: 5 May 2017

Hitoshi Sato

This study considers the structure of PISA penetration into education policy through a comparative analysis of Japan and Norway. Many studies on PISA’s impact tend to emphasize…

Abstract

This study considers the structure of PISA penetration into education policy through a comparative analysis of Japan and Norway. Many studies on PISA’s impact tend to emphasize the character of PISA result as a norm, such as the concept of “governance by comparison.” This study regards PISA as a norm of educational contents and analyzes the structure of PISA penetration into educational contents policy, with respect to the national curriculum. In describing the situations around PISA in the two countries, the background of the acceptance of PISA, the nature of national curriculum in education policy and its character, and the structure of PISA penetration with the focus being on how PISA is integrated into the national curriculum are analyzed through related documents and literatures. As a result of comparative analysis, three common features are found. First of all, PISA penetration occurred in the context of “PISA Shock” since the importance of PISA itself was recognized. Second, the system of management by objectives was included in the educational system and PISA penetrated into that system as objectives. Third, in relation with this second point, PISA as a norm of educational contents was integrated into existing educational goals or subjects. These features are evident only in the comparison of two countries, so a deeper analysis of PISA penetration will be needed in a future study.

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The Impact of the OECD on Education Worldwide
Type: Book
ISBN: 978-1-78635-539-3

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Book part
Publication date: 20 January 2021

Daniel Alvunger and Ninni Wahlström

In this chapter, the interest is directed towards how transnational policy messages (supra-level) can be tracked down through analyses of curriculum policy discourses at the…

Abstract

In this chapter, the interest is directed towards how transnational policy messages (supra-level) can be tracked down through analyses of curriculum policy discourses at the national (macro-level) and municipal level (meso-level) in the Swedish school system. Drawing on discursive institutionalism, and organizational and institutional theory, we analyse central policy messages in the introduction of the national Swedish standards-based curriculum reform for compulsory school from 2011, focusing on discourses of communication between local authorities (meso-level) and schools (micro-level) within their area of responsibility for curriculum making. Two main features emerge. The local curriculum reform agenda is significantly shaped by the argument that explicit standards together with systematic governance through evaluation and accountability will increase students' performance. The second feature underlines strong accountability as a prerequisite for equity and equivalence and the importance of the local school authority for the organization of schooling, structural support and interventions for curriculum making in schools. Equity and equivalence are a challenge for the local authorities. They have problems to support curriculum making which tends to create considerable variations in how the curriculum reform is enacted in the different schools of the municipality.

Details

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

Keywords

Book part
Publication date: 26 April 2011

Janice Huber, M. Shaun Murphy and D. Jean Clandinin

As we engaged in this research, we returned to the earliest uses of the term curriculum making that we could find. We were not surprised to learn that curriculum making is most…

Abstract

As we engaged in this research, we returned to the earliest uses of the term curriculum making that we could find. We were not surprised to learn that curriculum making is most commonly used to refer to making the planned or mandated curriculum (Jackson, 1968) and not in reference to the curriculum making in which teachers and children engage in classroom and schools (Clandinin & Connelly, 1992). However, in our search, we read Cremin (1971), who drew our attention to William Torrey Harris, a school superintendent in the St. Louis school system in the United States during the 1870s. As Cremin wrote,What is of special interest is rather the analytical paradigm. There is the learner, self-active and self-willed by virtue of his humanity and thus self-propelled into the educative process; there is the course of study, organized by responsible adults with appropriate concern for priority, sequence, and scope; there are materials of instruction which particularize the course of study; there is the teacher who encourages and mediates the process of instruction; there are the examinations which appraise it; and there is the organizational structure within which it proceeds and within which large numbers of individuals are enabled simultaneously to enjoy its benefits. All the pieces were present for the game of curriculum-making that would be played over the next half-century; only the particular combinations and the players would change. (p. 210)

Details

Places of Curriculum Making
Type: Book
ISBN: 978-0-85724-828-2

Book part
Publication date: 26 July 2023

Iryna Kushnir

The Bologna Process (BP) remains a key international framework for guiding higher education development in the European Higher Education Area (EHEA) until 2030. This chapter…

Abstract

The Bologna Process (BP) remains a key international framework for guiding higher education development in the European Higher Education Area (EHEA) until 2030. This chapter traces integrative curriculum ideas in the BP post-2020 and explains why they are symbolic policies. Prior research into curricula in the BP does not explicitly refer to integrative curriculum ideas and does not explore them in the post-2020 context. 2020 marked the deadline for the achievement of a fully functioning EHEA and for setting up new priorities for 2030. This study is informed by the theoretical ideas of soft governance and symbolic policies in the Open Method of Coordination. This chapter addresses the aforementioned gap in the scholarship by relying on a thematic analysis of the first EHEA communique that set the agenda for the post-2020 period – Rome Ministerial Communique (2020) with its three annexes. The findings highlight the following main areas of the integrative curriculum agenda as symbolic policies after 2020: student-centeredness, research-based learning, and the interconnectedness between learning and wider society. This analysis is significant for our understanding of the strengths and weaknesses of the international policy rhetoric about the integrative curriculum which, in turn, defines the effectiveness of the implementation of these ideas in practice.

Details

Integrative Curricula: A Multi-Dimensional Approach to Pedagogy
Type: Book
ISBN: 978-1-80071-462-5

Keywords

21 – 30 of over 41000