{"title":"Global citizenship education as education for social justice","authors":"M. Perreau","doi":"10.18296/cm.0041","DOIUrl":"https://doi.org/10.18296/cm.0041","url":null,"abstract":"","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":"15 1","pages":"109-114"},"PeriodicalIF":0.1,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46098013","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}
L. Emerson, Anne C. Macaskill, P. Rawlins, A. Greenhow, Ken Kilpin, Heather M. Lamond, Senga White, C. Doughty, Angela Feekery, Rose O’Connor
{"title":"Teacher and librarian perspectives on information literacy, and the secondary-school library’s relationship to information literacy in the classroom","authors":"L. Emerson, Anne C. Macaskill, P. Rawlins, A. Greenhow, Ken Kilpin, Heather M. Lamond, Senga White, C. Doughty, Angela Feekery, Rose O’Connor","doi":"10.18296/cm.0037","DOIUrl":"https://doi.org/10.18296/cm.0037","url":null,"abstract":"","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":"15 1","pages":"59-88"},"PeriodicalIF":0.1,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47828337","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":"Different ideas and expressions of global citizenship education","authors":"B. Wood","doi":"10.18296/cm.0038","DOIUrl":"https://doi.org/10.18296/cm.0038","url":null,"abstract":"","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":"15 1","pages":"93-98"},"PeriodicalIF":0.1,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47471356","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":"What do flexible learning spaces mean for curriculum organisation in secondary schools?","authors":"Megan Taylor","doi":"10.18296/cm.0035","DOIUrl":"https://doi.org/10.18296/cm.0035","url":null,"abstract":"","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":"15 1","pages":"30-41"},"PeriodicalIF":0.1,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49587543","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 has been studied in areas such as comparative education, educational policy, sociology of education, education and economics, and lifelong education, but mainstream Anglophone curriculum studies have largely ignored this phenomenon. We argue that shadow education should be considered as an emerging (and significant) focus of curriculum studies worldwide and advance five approaches to studying shadow education as an object of transnational curriculum inquiry, including shadow education as historical/political text, auto/biographical text, critical text, ethnic text, and decolonising text. We argue that, because shadow education seems likely to expand, curriculum scholars should seek new understandings that might complicate and complexify both shadow education and mainstream curriculum discourses. example, a relatively recent shadow education-related cultural phenomenon emerges in Park et al.’s (2015, p. 5) study of South Korean “Gangnam mothers”, who work individually or collectively to find the best education-related information in order to get their child the most suitable educational support. One implication of their study for understanding shadow education as decolonising text is that it is a space in which multiple agents create a new culture of education through active engagement with others. How this emerging culture will affect or interact with shadow education is largely a matter of speculation. Representing shadow education in South Korea as “educational fever” is a Western (i.e., colonialist) construction of the Other which we need to go beyond. In this respect, the strategies that indigenous peoples can use in decolonising research methodologies (see, for example, Smith, 2013) might also inform the project of understanding shadow education as decolonising text.
{"title":"Shadow education as an emerging focus in worldwide curriculum studies","authors":"Young Chun Kim, N. Gough, Jung-Hoon Jung","doi":"10.18296/CM.0027","DOIUrl":"https://doi.org/10.18296/CM.0027","url":null,"abstract":"Shadow education has been studied in areas such as comparative education, educational policy, sociology of education, education and economics, and lifelong education, but mainstream Anglophone curriculum studies have largely ignored this phenomenon. We argue that shadow education should be considered as an emerging (and significant) focus of curriculum studies worldwide and advance five approaches to studying shadow education as an object of transnational curriculum inquiry, including shadow education as historical/political text, auto/biographical text, critical text, ethnic text, and decolonising text. We argue that, because shadow education seems likely to expand, curriculum scholars should seek new understandings that might complicate and complexify both shadow education and mainstream curriculum discourses. example, a relatively recent shadow education-related cultural phenomenon emerges in Park et al.’s (2015, p. 5) study of South Korean “Gangnam mothers”, who work individually or collectively to find the best education-related information in order to get their child the most suitable educational support. One implication of their study for understanding shadow education as decolonising text is that it is a space in which multiple agents create a new culture of education through active engagement with others. How this emerging culture will affect or interact with shadow education is largely a matter of speculation. Representing shadow education in South Korea as “educational fever” is a Western (i.e., colonialist) construction of the Other which we need to go beyond. In this respect, the strategies that indigenous peoples can use in decolonising research methodologies (see, for example, Smith, 2013) might also inform the project of understanding shadow education as decolonising text.","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45192851","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}
C. Mutch, R. Bingham, Lynette Kingsbury, M. Perreau
As the commemorations of the 100th anniversary of World War 1 draw to a close, it is timely to reflect on what we have learnt about that time in our history. This study used the New Zealand School Journal as a data source to investigate what school children were learning about the war at the time. In this article, we discuss the overt and covert messages that New Zealand school children were given about their relationship, first, to the British Empire and, second, to a new distinct New Zealand identity. The World War 1 acts as a pivot point from which to examine the change from myths surrounding the British Empire to a new set of myths springing from the Gallipoli campaign. Our analysis of the School Journal at this time highlights the possible ways in which curricula and curriculum resources can be manipulated and used for political indoctrination.
{"title":"Political indoctrination through myth building: The New Zealand School Journal at the time of World War 1","authors":"C. Mutch, R. Bingham, Lynette Kingsbury, M. Perreau","doi":"10.18296/cm.0031","DOIUrl":"https://doi.org/10.18296/cm.0031","url":null,"abstract":"As the commemorations of the 100th anniversary of World War 1 draw to a close, it is timely to reflect on what we have learnt about that time in our history. This study used the New Zealand School Journal as a data source to investigate what school children were learning about the war at the time. In this article, we discuss the overt and covert messages that New Zealand school children were given about their relationship, first, to the British Empire and, second, to a new distinct New Zealand identity. The World War 1 acts as a pivot point from which to examine the change from myths surrounding the British Empire to a new set of myths springing from the Gallipoli campaign. Our analysis of the School Journal at this time highlights the possible ways in which curricula and curriculum resources can be manipulated and used for political indoctrination.","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42637413","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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