Posts tagged ‘curriculum’

5 April 2011

Education articles for free

Routledge tells me to tell you that its education journals are freely available throughout the month of April. All articles are available for free download including (ahem) this one:

Macgilchrist, Felicitas, & Christophe, Barbara. (2011). Translating globalization theories into educational research: Thoughts on recent shifts in Holocaust education. Discourse: Studies in the Cultural Politics of Education, 32(1), 145-158.

Abstract: Much educational research on globalization aims to prepare students to be successful citizens in a global society. We propose a set of three concepts, drawing on systems theory (Nassehi, Stichweh) and theories of the subject (Butler, Foucault), to think the global which enables educational research to step back from hegemonic discourses and reflect on current practices. Globalization is understood in this approach as referring to: (1) a cognitive shift; (2) expanding relevancy spaces; and (3) new forms of subjectivation. The framework is illustrated with examples from educational policy and learning materials, with an extended look at how globalization is articulated in recent shifts in Holocaust education.

And other articles in

…and many more education journals.

22 March 2011

Identity schools

Watching Australia:

UNSW School of Education is hosting a series of public lectures throughout 2011. The third lecture of the year will be conducted by Dr Kalervo Gulson entitled Identity schools, globalised education policy and re-imagining marketization.

Abstract
In this paper, I will explore the relationship between identity, globalization and the micro-processes of choice that provide education policy and curriculum options, and which have denationalized prior ideas of public and private education. Specifically, I will focus on tracing the establishment of ‘identity schools’ in many countries, including the US, Australia and Canada. These public and private schools have been primarily initiated along singular identity lines pertaining to, for example, ethnicity and religion, and are often hard-fought for responses to the manifest failure of public schooling to address the educational needs of certain groups. These schools provide significant social, political and educational benefits for students who have been historically marginalized, and play important roles as part of community control and the insertion of cultural legitimacy in schooling. However, as these schools are also enabled through marketised educational policies, this has led some scholars to argue that education and economic policies that promote ‘identity schools’ are a new force in conservative politics that simultaneously promote school choice and school competition, while also complicating progressive and conservative education. I will conclude by briefly touching on the paradoxes of consuming as solidarity, consumers (students and parents) as part of social movements, and choice as progressive politics.

25 January 2011

Citizenship row in the UK

Once again, the curriculum is the site of emotional debates about what counts as “vital knowledge”, what kinds of memories, experiences, practices, stories, etc. “we” (who?) should be sharing.

On Thursday, Michael Grove, Conservative Education Minister, launched a review of the English national curriculum. There are concerns about what would follow forpolitical participation if Citizenship is no longer be a mandatory subject.

Two sides (both from The Guardian). In the red corner,

Last month, ministers unveiled which subjects would make up part of the new English baccalaureate qualification: maths, English, science, foreign languages and a humanity, such as history or geography. Gove has said that his intention is to “restore the national curriculum to its original purpose – a core national entitlement organised around subject disciplines”.

And in the blue corner,

Andy Thornton, chief executive of the Citizenship Foundation, said […] cutting citizenship would mean a return to “an era where only the privileged few will learn about how our democracy works, how laws are made, where our taxes go, and how they can make a difference in their communities”.

Check also the heated online comments reacting to the Guardian’s stories.

25 September 2010

Curriculum Studies

Curriculum studies is probably one area of educational research which deals most explicitly with discourse, and with the whole range of associated issues of knowledge, power, subjectivation, hegemonic projects, critical whiteness, etc. Here a selective selection of sites, which is admittedly quite North American heavy:

American Association for the Advancement of Curriculum Studies (AAACS) (association, journal, annual conference)

… is established to support a “worldwide” – but not “uniform” – field of curriculum studies. Our hope, in establishing this organization, is to provide organizational support for a rigorous and scholarly conversation within and across national and regional borders regarding the content, context, and process of education, the organizational and intellectual center of which is the curriculum.

Canadian Association for Curriculum Studies (CACS) (conference, SIGs)

… supports inquiries into and discussions of curricula that are of interest to Canadian educators. In context of CACS, the term “curriculum” is defined broadly as any complex structure, or set of structures, that supports learning and teaching.

JCTonline (home of Bergamo Conference on Curriculum Theory and Classroom Practice; Journal of Curriculum Theorizing (JCT); related to Foundation for Curriculum Theory)

JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the “reconceptualist” movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is associated with the “Bergamo Conference on Curriculum Theory and Classroom Practice,” held in the autumn of each year.

Curriculum and Pedagogy group (conference, journal, edited books)

… is a gathering of diverse individuals seeking academic enrichment, social action, and professional engagement; Our conference is an annual space where work can be shared, valued, and disseminated to a diverse audience committed to educational reform and social change. The conference creates democratic spaces to advance public moral leadership in education through dialogue and action. It is characterized by its commitment to classroom teachers, school administrators and curriculum workers and in providing a venue for under-represented groups.

The newly inaugurated Laboratory for Educational Theory in Stirling seems to be re-invigorating curriculum thinking in the UK. It held an international seminar called “Whatever Happened to Curriculum Theory…?” in collaboration with the journal Pedagogy, Culture and Society in January 2010.

Journal of Curriculum Studies

…publishes original refereed contributions on all aspects of curriculum studies (including those derived from historical, philosophical, comparative and policy-related investigations), pedagogic theory, teacher education and development, assessment and evaluation, and the present state of schooling. In keeping with its international character, Journal of Curriculum Studies especially welcomes articles which extend the perspectives of curriculum beyond national boundaries.

Curriculum Inquiry

…is dedicated to the study of educational research, development, evaluation, and theory. This leading international journal brings together influential academics and researchers from a variety of disciplines around the world to provide expert commentary and lively debate. Articles explore important ideas, issues, trends, and problems in education, and each issue also includes provocative and critically analytical editorials covering topics such as curriculum development, educational policy, and teacher education.

And with a somewhat different approach to curriculum, focussing more on effective leadership in education, and less of discursive issues, the following two associations:

Australian Curriculum Studies Association Inc (ACSA) (leadership, eNewsletter, publications)

…was established in 1983 as a broadly based educational association supporting the professional interests of educators in curriculum work from all levels and sectors within and beyond Australia.

ACSA works to support educators so that all students have access to a meaningful, relevant and engaging curriculum. ACSA provides national advocacy and leadership in curriculum. It is committed to curriculum reform informed by the principles of social justice and equity and respect for the democratic rights of all.

ASCD (formerly the Association for Supervision and Curriculum Development) (leadership, blog, effectiveness, publications)

… is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 160,000 members in 148 countries are professional educators from all levels and subject areas––superintendents, supervisors, principals, teachers, professors of education, and school board members.

13 April 2010

Grammar in schools

On the comeback of grammar in the new Australian curriculum for English. In the Sydney Morning Herald.

Grammar was cut in the ’70s because of a view it didn’t help students’ writing, said Dr Sally Humphrey from the University of Sydney’s linguistics department.

”It was like, ‘We’re just going to give you building blocks; we’re not going to show you how it works in text.”’ The grammar starring in the new curriculum ”isn’t a set of rules for ‘correct’ use”, she said, but ”a set of resources or a tool kit” to be used according to the situation – whether it’s texting, giving a presentation in class or writing a history essay. […]

It’s about ”letting kids in on the ‘secret’ of how good writers and good text producers do their work through the resources of language, through the resources of grammar – ‘hey, this is how it’s done!’,” Dr Humphrey said. ”And that’s an equity issue … Kids who haven’t got access to middle-class homes and middle-class ways of using language that are valued in the schools, they do need [the workings of language] made explicit.”

The draft curriculum is open for comment until 23 May 2010.