The New Zealand Curriculum expresses a vision for young people who are contributing and participating members of society. While this social vision is supported by the inclusion of key competencies, the curriculum document says little about content and its role in developing this participatory agency. This article uses interview data with secondary English teachers to identify prevailing constructions of subject English and to consider the extent to which these constructions may foster the curriculum’s vision for actively engaged people. I suggest that a close examination of teachers’ constructions warrants attention against the stated aims in our curriculum. I also argue that enacting the curriculum’s social vision is neither simple nor straightforward owing to the broader context in which secondary English takes place.
{"title":"Audience and purpose: Secondary English teachers and the social vision in The New Zealand Curriculum","authors":"Claudia Alejandra Rozas Gómez","doi":"10.18296/cm.0053","DOIUrl":"https://doi.org/10.18296/cm.0053","url":null,"abstract":"The New Zealand Curriculum expresses a vision for young people who are contributing and participating members of society. While this social vision is supported by the inclusion of key competencies, the curriculum document says little about content and its role in developing this participatory agency. This article uses interview data with secondary English teachers to identify prevailing constructions of subject English and to consider the extent to which these constructions may foster the curriculum’s vision for actively engaged people. I suggest that a close examination of teachers’ constructions warrants attention against the stated aims in our curriculum. I also argue that enacting the curriculum’s social vision is neither simple nor straightforward owing to the broader context in which secondary English takes place.","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49235082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Shadow education or private supplementary tutoring has become an international phenomenon as increasing numbers of students seek help beyond traditional schooling for academic achievement. The positive relationship between students’ academic achievement and participation in shadow education has been previously reported. However, the manner in which shadow education practices can help students to gain and maintain higher academic achievement remains understudied. In response, this study explored the features of shadow education practices that may benefit the academic achievement of students, particularly those in South Korea but with relevance beyond the South Korean context. Using qualitative research methods, this study revealed that preview learning from/with private supplementary tutors, academic mastery learning of subject knowledge and skills, training skills for school exams, and solving students’ individual learning difficulties through intensive coaching are contributing factors to improving academic achievement.
{"title":"Identifying the missing link between shadow education and academic success: Features of private supplementary tutoring in South Korea","authors":"Young Chun Kim, M. McVey, Jung-Hoon Jung","doi":"10.18296/CM.0048","DOIUrl":"https://doi.org/10.18296/CM.0048","url":null,"abstract":"Shadow education or private supplementary tutoring has become an international phenomenon as increasing numbers of students seek help beyond traditional schooling for academic achievement. The positive relationship between students’ academic achievement and participation in shadow education has been previously reported. However, the manner in which shadow education practices can help students to gain and maintain higher academic achievement remains understudied. In response, this study explored the features of shadow education practices that may benefit the academic achievement of students, particularly those in South Korea but with relevance beyond the South Korean context. Using qualitative research methods, this study revealed that preview learning from/with private supplementary tutors, academic mastery learning of subject knowledge and skills, training skills for school exams, and solving students’ individual learning difficulties through intensive coaching are contributing factors to improving academic achievement.","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43120776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article provides an overview and critical analysis of The English Language Learning Progressions (ELLP) (Ministry of Education, 2008). Identifying main themes through critical policy analysis, this review seeks to place ELLP in context through a comparison with The English Language Learning Framework: Draft (Ministry of Education, 2005) and English Language Learning Progressions (ELLP ) Pathway Years 1–8 (Ministry of Education, 2020a). Within this review, the structure of ELLP is explored along with key ideas and claims. It is argued that there are both challenges and opportunities in ELLP. Finally, the key issues are summarised and suggestions are made for future research.
{"title":"The English Language Learning Progressions (ELLP): Challenge or opportunity?","authors":"Judith Anthony","doi":"10.18296/CM.0046","DOIUrl":"https://doi.org/10.18296/CM.0046","url":null,"abstract":"This article provides an overview and critical analysis of The English Language Learning Progressions (ELLP) (Ministry of Education, 2008). Identifying main themes through critical policy analysis, this review seeks to place ELLP in context through a comparison with The English Language Learning Framework: Draft (Ministry of Education, 2005) and English Language Learning Progressions (ELLP ) Pathway Years 1–8 (Ministry of Education, 2020a). Within this review, the structure of ELLP is explored along with key ideas and claims. It is argued that there are both challenges and opportunities in ELLP. Finally, the key issues are summarised and suggestions are made for future research.","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48239456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The views that early childhood teachers have of children and childhood are informed by the rhetoric and theories of early childhood, their cultures, life stories, philosophies, and ongoing practices as teachers. In Aotearoa New Zealand, Te Whāriki, the legislated national curriculum for early childhood education, further guides early childhood teachers’ practice and frames teachers’ image of the young child. This article confronts and critiques a short phrase that is an addition to the revised Te Whāriki curriculum document, specifically the phrase that children “need to learn how to learn”. This phrase implies that young children do not know how to learn. The implication in this utterance belies the intense drive that children have to learn, to play, to explore, and to understand as they grow in strength in their sense of self within their whānau and communities. We care about the image that this presents to student teachers, to teachers. We challenge whether the notion that children need to learn how to learn is the image that early childhood teachers hold, or want to hold, of children. We argue that this phrase and image of the child as needing to learn how to learn is a loose thread in the whāriki that potentially undermines and is counter to the more dominant concept within Te Whāriki of the competent child.
{"title":"Disrupting the paradigm: “Children need to learn how to learn”","authors":"Beverley Clark, Hilda Hughson","doi":"10.18296/CM.0045","DOIUrl":"https://doi.org/10.18296/CM.0045","url":null,"abstract":"The views that early childhood teachers have of children and childhood are informed by the rhetoric and theories of early childhood, their cultures, life stories, philosophies, and ongoing practices as teachers. In Aotearoa New Zealand, Te Whāriki, the legislated national curriculum for early childhood education, further guides early childhood teachers’ practice and frames teachers’ image of the young child. This article confronts and critiques a short phrase that is an addition to the revised Te Whāriki curriculum document, specifically the phrase that children “need to learn how to learn”. This phrase implies that young children do not know how to learn. The implication in this utterance belies the intense drive that children have to learn, to play, to explore, and to understand as they grow in strength in their sense of self within their whānau and communities. We care about the image that this presents to student teachers, to teachers. We challenge whether the notion that children need to learn how to learn is the image that early childhood teachers hold, or want to hold, of children. We argue that this phrase and image of the child as needing to learn how to learn is a loose thread in the whāriki that potentially undermines and is counter to the more dominant concept within Te Whāriki of the competent child.","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46306004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This year, 2020, has been an extraordinary year. It has seen the escalation of COVID-19 to global pandemic status, the Black Lives Matter movement, the Aotearoa New Zealand election in October (delayed by a month due to the COVID-19 pandemic) and the US Presidential election in November. These events highlight a range of issues that are of potential interest to curriculum researchers and scholars and provide fruitful areas for ongoing curriculum research and exploration.
{"title":"Editorial - Curriculum matters in an extraordinary year","authors":"J. Abbiss","doi":"10.18296/CM.0044","DOIUrl":"https://doi.org/10.18296/CM.0044","url":null,"abstract":"This year, 2020, has been an extraordinary year. It has seen the escalation of COVID-19 to global pandemic status, the Black Lives Matter movement, the Aotearoa New Zealand election in October (delayed by a month due to the COVID-19 pandemic) and the US Presidential election in November. These events highlight a range of issues that are of potential interest to curriculum researchers and scholars and provide fruitful areas for ongoing curriculum research and exploration.","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48148388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"He raraunga o te ao—Global citizenship: A Māori perspective","authors":"Sonja Macfarlane","doi":"10.18296/cm.0039","DOIUrl":"https://doi.org/10.18296/cm.0039","url":null,"abstract":"","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42098304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents a systematic review of the ways in which inequality is featured within New Zealand’s secondary curriculum and Ministry of Education-supported Te Kete Ipurangi online teaching resources. Despite an increasing awareness of global inequality, there is minimal research on how inequality is represented within The New Zealand Curriculum and its implications for teaching and learning. The article draws attention to several insights: a general superficial level of engagement with inequality within the curriculum that was largely concentrated in the social sciences over other subject areas; an alternative emphasis on financial capability and students’ personal financial responsibility for their financial wellbeing; and underlying social, cultural, and neoliberal undertones associated with the individual financial responsibility narrative within the curriculum and Ministry of Education teaching support resources.
本文系统地回顾了新西兰中学课程和教育部支持的Te Kete Ipurangi在线教学资源中不平等现象的表现方式。尽管人们越来越意识到全球不平等，但关于不平等在新西兰课程中的表现及其对教学的影响的研究却很少。这篇文章提请注意几个见解：课程中对不平等现象的普遍肤浅参与，主要集中在社会科学而非其他学科领域；另一种强调经济能力和学生对其经济健康的个人经济责任的方式；以及与课程和教育部教学支持资源中的个人财务责任叙述相关的潜在社会、文化和新自由主义含义。
{"title":"Locating inequality in the New Zealand curriculum","authors":"Jennifer Tatebe, A. Cochise, A. Edwards","doi":"10.18296/cm.0034","DOIUrl":"https://doi.org/10.18296/cm.0034","url":null,"abstract":"This article presents a systematic review of the ways in which inequality is featured within New Zealand’s secondary curriculum and Ministry of Education-supported Te Kete Ipurangi online teaching resources. Despite an increasing awareness of global inequality, there is minimal research on how inequality is represented within The New Zealand Curriculum and its implications for teaching and learning. The article draws attention to several insights: a general superficial level of engagement with inequality within the curriculum that was largely concentrated in the social sciences over other subject areas; an alternative emphasis on financial capability and students’ personal financial responsibility for their financial wellbeing; and underlying social, cultural, and neoliberal undertones associated with the individual financial responsibility narrative within the curriculum and Ministry of Education teaching support resources.","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41614122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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