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Curriculum challenges and opportunities in a changing world, transnational perspectives in curriculum inquiry, edited by Bill Green, Philip Roberts, Marie Brennan

Label
Curriculum challenges and opportunities in a changing world, transnational perspectives in curriculum inquiry, edited by Bill Green, Philip Roberts, Marie Brennan
Language
eng
Index
no index present
Literary Form
non fiction
Main title
Curriculum challenges and opportunities in a changing world
Nature of contents
dictionaries
Oclc number
1245665830
Responsibility statement
edited by Bill Green, Philip Roberts, Marie Brennan
Series statement
Curriculum Studies Worldwide
Sub title
transnational perspectives in curriculum inquiry
Table Of Contents
Intro -- Contents -- Notes on Contributors -- List of Tables -- 1 Transnational Curriculum Inquiry in a Changing World -- Introduction -- The Melbourne Conference-Continuing the IAACS Project -- Transnational Curriculum Inquiry? -- The Book, the Reader and a Final Note -- References -- Part I Decolonising the Curriculum -- 2 Development, Decolonisation and the Curriculum: New Directions for New Times? -- Introduction -- Decolonisation and Decoloniality -- Transformation by Detachment -- Transformation by Inclusion -- Education by Enlargement -- Education by Critical Appropriation -- Conclusion -- References -- 3 Smoke and Mirrors: Indigenous Knowledge in the School Curriculum -- Introduction: Researching Indigenous Knowledge in the School Curriculum -- 'Working the Ruins' of Curriculum Theory: Responding to Michael Young (Young 2013) -- Māori Knowledge in the School Curriculum -- Conclusion -- References -- 4 The Mestizo Latinoamericano as Modernity's Dialectical Image: Critical Perspectives on the Internationalization Project in Curriculum Studies -- Introduction -- The Critique of Modernity and the Mestizo Latinoamericano -- The Critique of Modernity/Coloniality and Decolonization of Academic Fields: Curriculum Studies as an Internationalization Conversation -- References -- 5 Refusing Reconciliation in Indigenous Curriculum -- Introduction -- Settler Colonialism and Reconciliation in Indigenous Education -- The Coherence of Indigenous Onto-Epistemologies in Curriculum -- Conclusion -- References -- Part II Knowledge Questions and Curriculum Dilemmas -- 7 Bringing Content Back in: Perspectives from German Didaktik, American Curriculum Theory and Chinese Education -- 'Bringing Knowledge Back In': The Social Realist School -- Beyond the Social Realist School -- Bildung-Centred Didaktik -- Schwab's Curriculum Thinking -- Convergence and DivergenceResonance with Chinese Educational Thinking -- Concluding Remarks -- References -- 8 Knowledge Beyond the Metropole: Curriculum, Rurality and the Global South -- The Metropole -- Modernity and Rurality -- Towards a Rural Epistemology -- Knowledge and the Rural -- A Generalisable Australian Curriculum Case -- History of Disciplines -- Curriculum and Rural Schools -- References -- 9 Curriculum Making as Design Activity -- Design -- Design Problems -- The 'Wicked' Curriculum -- Designing Curriculum -- Interpretive Framing -- Designing for Deep Meaning -- Co-Designing with Users -- Conclusion -- References -- 10 Curriculum-Didaktik and Bildung: A Language for Teaching? -- Introduction -- Teaching Content -- Autonomy for Teaching -- Rethinking Bildung -- Conclusion -- References -- 11 Ethical Vexations that Haunt 'Knowledge Questions' for Curriculum -- Introduction: Knowledge-and-Ethics Questions for Curriculum -- Fetishising Disciplinary Knowledge: National Curricula and Social Realism -- Anointing Discipline-Based Knowledge as 'Best/Same for All' -- Conjuring a 'Sacred' Impartiality of Disciplinary Knowledge Networks -- Epistemic and Ethical Challenges to Discipline-Only Justifications -- Breathing Life Back In: A More Robustly Ethical Epistemology -- Vygotsky's Two-Way Knowledge Dialectic: Life-Based Discipline-Based -- Community-Based Funds of Knowledge as Rich Curriculum Assets -- Bringing Robust Ethics to the Fore -- Redistributing Capital's Logic: Ethical Vexations -- Cultural Capital: A Haunting Absent-Presence in SR and FK Approaches -- Delpit's Curricular Both/And: Redistributing CC While Honouring Lived Cultures -- Grappling with Capital's Logic: Acute (In)justice Tensions -- Conclusion: Summoning Strong Ethics to Pursue (Im)possible Justice -- References -- Part III Nation, History, Curriculum12 Curriculum History and Progressive Education in Australia: A Prolegomenon -- Introduction: History, 'Progressivism', and Transnational Curriculum Inquiry -- Curriculum History in Australia -- or, Thinking Curriculum Historically -- Looking Elsewhere -- A Post-Linguistic Turn? -- The 'Progressivist' Project in Australian Education -- A Discourse-Theoretical Perspective -- A Concluding Note-Curriculum History in, and beyond, the Nation -- References -- 13 Curriculum and Literacy Policies in a Context of Curriculum Centralization: The Case of Brazil -- Introduction -- Teacher Training and Curriculum: Under Erasure? -- Investigative Paths -- Training Teachers, Producing Curriculum -- Final Considerations -- References -- 14 Relocating Curriculum and Reimagining Place under Settler Capitalism -- Introduction -- Bhabha and the Location of Culture -- Locating Knowledge -- Communication and/in Space -- Curriculum in Trouble: From Cyborgs to Compost -- Latour's Terrestrial Turn -- Conclusion: Place, Compost, Earth -- References -- 15 Reconceptualizing the Multilingual Child: Curriculum Construction in Luxembourg -- What's in a 'Curriculum'? -- The Idea of a Luxembourg 'Mixed Culture' -- Conclusion -- References -- Part IV Curriculum Challenges for the Future -- 16 Distal Confabulation and Transnational Literacy: Complicating "Complicated Conversation" in Curriculum Inquiry -- Introduction -- Transnational Literacy -- Idiomatic Articulations and Ecologies of Knowledge -- Conclusion -- References -- 17 Curriculum for Teacher Formation: Antagonism and Discursive Interpellations -- Introduction: Interpellations of Pedagogical Discourse to Curriculum Policies -- The Reflective Teacher/Epistemology of Teaching Practice and Knowledge -- The Teacher as Agent for Social Change -- Skills and Abilities: Promoting Know-How in Doing, Being and LearningConclusions: Controlling the Teacher Professionalization Debate -- References -- 18 Curriculum Design in the Anthropocene: Challenges to Human Intentionality -- Introduction: Troubling Curriculum Design and the Designer -- A Feminist Critique -- The Designer's Trajectory in Curriculum Studies -- Strategic Reading in Posthumanism and New Materialism -- Moving Beyond Humanism: Rosi Braidotti -- Meeting the Universe Halfway: Karen Barad -- Revitalised Curriculum Scholarship: Further Links -- Curriculum Inquiry for the Anthropocene: A Poem -- Teamwork -- Conclusion: Back from the Brink of the Unthinkable -- References -- 19 From the Fossil Curriculum to the Post-Carbon Curriculum: Histories and Dilemmas -- The Growth of the Fossil Curriculum -- The Great Acceleration -- The Greening of the Curriculum -- From Green Teaching to Education for Sustainability -- Environmental Waves -- An Example: Auckland -- Conclusion -- References -- 20 Afterword -- References -- Index
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