When transnational curriculum policy reaches classrooms – teaching as directed exploration (original) (raw)

Emerging Perspectives on the Internationalization of Curriculum Studies

Journal of the Canadian Association for Curriculum Studies (JCACS), 2020

This symposium is concerned with understanding the forces that shape and influence curriculum in international contexts. The study of curriculum in international contexts reveals the insidious impacts of colonial, ideological and neoliberal influences on contemporary curriculum development in a variety of geo-cultural, political and economic contexts (Kumar, 2019). Four theoretical responses-Indigenous, critical, autobiographical and meditative-that provide thoughtful perspectives to challenge these negative influences will be explored in the symposium. The impact of intellectual movements such as Marxism and postmodernism on curriculum theory in varied political and economic settings will also be underscored. The symposium invites and initiates a complicated conversation around the internationalization of curriculum studies by inviting panelists from posthuman, Indigenous, black feminist, critical discursive and foundational perspectives to respond to the aforementioned colonial, ideological and neoliberal influences on curriculum development.

The Field of Curriculum Studies in the Journal Transnational Curriculum Inquiry (TCI) as an Effect of the Relations between Knowledge and Power

2018

It analyzes how the discourse of the journal Transnational Curriculum Inquiry (TCI) expressed the process of internationalization and transnationalization of studies in the field of curriculum in the second decade of the 21st century. It is connected with the internationalization movement of the curriculum studies expressed in the objectives of the International Association for the Advancement of Curriculum Studies (IAACS), one of the most respected entities in the curriculum field, established in 2001. It highlights that the TCI encompasses a "complex volume" of statements that discuss curriculum practices and policies worldwide, marked by power relations, and it is possible to state that the publications of the journal TCI are constituted by struggles and processes, which show the possibilities of emergence of certain knowledges. It questions: what forces emerge from the Transnational Curriculum Inquiry in discussions about curricula? What effects of the relations betwee...

Transnational Curriculum Inquiry in a Changing World

Springer eBooks, 2021

This series supports the internationalization of curriculum studies worldwide. At this historical moment, curriculum inquiry occurs within national borders. Like the founders of the International Association for the Advancement of Curriculum Studies, we do not envision a worldwide field of curriculum studies mirroring the standardization the larger phenomenon of globalization threatens. In establishing this series, our commitment is to provide support for complicated 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.

Editorial: Curriculum versus Didaktik revisited: towards a transnational curriculum theory

Editorial for a special issue of the journal Nordic Journal of Studies of Educational Policy: This issue is devoted to approaches which theorise curriculum from both novel and revitalised perspectives. In doing so, it aims to elaborate on analytical instruments for the understanding of our object of study in a globalising world. There have been explicit expressions of desire for a transnational curriculum theory which might satisfy a need for devices that contribute to an under- standing of how public education is reshaped, at a time when earlier reference frames, such as the nation state systems which took a Westphalian form, are undergoing transformation within highly interdependent transna- tional spaces. This issue presents, in particular, approaches that on the one hand provide possible analytical as well as empirical means which have the potential to sharpen our arguments and deepen the discussion on curriculum from a transnational perspective. On the contrary, the ap- proaches illustrate the value of curriculum theory to other fields of research, such as comparative and international education.

Curriculum as an international commodity: Dilemmas of relevance change

1986

A frequent criticism of education in the Third World is that it is too academic in nature — that Western curricula and values have been imposed upon indigenous cultures. Such international curricula and international standards, it is argued, are inappropriate, especially for the majority of people in developing countries who live in rural areas. In this paper we examine attempts to reform secondary school curricula in twelve developing countries and identify the lessons to be learned in the light of past experience and insights derived from our own empirically grounded research and evaluation in Papua New Guinea. An historical context Of all controversies concerning education in the Third World, that relating to the relevance of school curricula has perhaps the longest history. It is also one of the most complex and enduring. Clearly the colonial powers transferred much of their Western education systems to their 19th and 20th century dependencies. African schools such as Yaba, Achi...

Series Foreword: Routledge Cultural Studies in Knowledge, Curriculum and Education

The Limits of Democratic Education as a Curricular Problem, 2014

This series brings interdisciplinary studies that focus on knowledge, "rea-son" or language of education, school, school reforms, curriculum, and research projects. Central to the studies are the knowledge, reason, or language of schooling as cult ural practices about how life is to be lived and the possibi lities of the future. The STUdies are referred to as "critical" in the sense that they make visible the principles governing and regulating what is known, done, and acted on in schooling. The series provides ways of re-conceprualizing approaches to the study of school change and reform in policy, curriculum, and reacher education. It rakes what are given as natural and taken-for-granted in the everyday life of schooling and its subjects of research and reform and provokes thoughts about the knowledge of schooling as cultural practices that simultaneously const rue and consrruct rhe subjecrs and subjectivities of schooling. This book, the firsr in our series, contributes to this purpose through its study of the attemprs of rhe new democratic regime in Argentina to develop a civic and polirical culture rhrough changing rhe curriculum after the fall of rhe dicratorship. The efforts involved re-visioning school policy and rexrbooks in order to make children aware of rhe evils of the prior dicratorship, the importance of democraric governments and sociery, and the re-visioning of Argentinean history to consider rhe dicratorship as a momentary aberration from longer republican history. One intent of rhe series is to de-provincialize rhe ofren local and often myopic views of reforms in educarion. In rhis sense, the Argentinean case that Friedrich presents uses rhe national study of school reform to engage in a critical analysis of the rules and srandards of "rhe reason" in which the social commitments are enacted. These principles are nor merely rhose of Argentinean schooling. The contribution to the series lies in how "the knowledge" of schooling creares memory, fabrica ting the past in present as principles governing whar is (im}possible as rhe future. Theorerically and merhodologically, the book is innovarive as the Argentinean srudy is not merely about irs context but a way of exploring the broader problem of school change, rhe intersection of schools in social/political movements, and the critical and polirical in the study of schooling.

Living in an era of comparisons: comparative research on policy, curriculum and teaching

Journal of Curriculum Studies

The articles in this special issue include different perspectives on comparative policy studies with an aim to understand transnational education policies in relation to the logic of national educational systems and to grasp the ongoing reframing of teacher identity and teaching as a result of the policy activities of 'new' and coordinated international actors. This special issue aims to contribute to a continued qualified investigation in curriculum issues at the various levels within the public education system, as well as in the international policy movements, affecting public education differently in different nations. A 'comparative curriculum research' inspired by theories and methods from comparative education might be helpful in this endeavour.

Teachers’ curriculum agency in teaching a standards-based curriculum

The Curriculum Journal

In 2011, Sweden introduced explicit standards for the curriculum used in compulsory schooling through the implementation of 'knowledge requirements' that align content, abilities and assessment criteria. This article explores and analyses social science teachers' curriculum agency through a theoretical framework comprised of 'teacher agency' and Bernstein's concepts of 'pedagogic device', 'hierarchical knowledge structure' and 'horizontal knowledge structure'. Teachers' curriculum agency, in recontextualisation of the curriculum, is described and understood through three different 'spaces': a collective space, an individual space and an interactive space in the classroom. The curriculum and time are important for the possibilities of agencythe teachers state that the new knowledge requirements compel them to include and assess a lot of content in each 'curriculum task'. It is possible to identify a recontextualisation process of 'borrowing' and combining content from curriculum tasks across the different subjects. This process is explained by the horizontal knowledge structure and 'weak grammar' of the social sciences. Abilities, on the other hand, stand out as elements of a hierarchical knowledge structure in which a discursive space is opened for knowledge to transcend contexts and provides opportunities for meaning-making. The space gives teachers room for action and for integrating disciplinary content.