Pub Date : 2021-09-28DOI: 10.14288/TCI.V18I1.196104
A. C. Lopes
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Pub Date : 2021-09-28DOI: 10.14288/TCI.V18I1.196150
E. A. Demissie, A. K. Boru
The major purpose of this study was to examine the dilemmas connected to curriculum choice for educating refugee children. As a case for study, primary schools for South Sudanese children in Jewi refugee camp were considered. Interview, document analysis, and observation were the principal data collection tools used for the study. Students, teachers, school leaders, parents, and concerned education officials from governmental and non-governmental institutions took part in this study. The results of the study indicated that the curriculum implemented in the education for refugee children has a gap in considering previous educational background of refugee children, the impact of the crisis on them, and their future life in home, host, or third country. Adopting the host country curriculum is seen to be subject for frequent students’ and parents’ complaints especially on history, geography, language, and civics subjects. With this understanding adapting a negotiated curriculum between home and host country as well as mediating through curriculum implementation process were identified to be more appropriate approach for curriculum choice for refugee children in host (or first asylum) country.
{"title":"Curriculum Choice for Refugee Children at Jawi Refugee Camp, Ethiopia","authors":"E. A. Demissie, A. K. Boru","doi":"10.14288/TCI.V18I1.196150","DOIUrl":"https://doi.org/10.14288/TCI.V18I1.196150","url":null,"abstract":"The major purpose of this study was to examine the dilemmas connected to curriculum choice for educating refugee children. As a case for study, primary schools for South Sudanese children in Jewi refugee camp were considered. Interview, document analysis, and observation were the principal data collection tools used for the study. Students, teachers, school leaders, parents, and concerned education officials from governmental and non-governmental institutions took part in this study. The results of the study indicated that the curriculum implemented in the education for refugee children has a gap in considering previous educational background of refugee children, the impact of the crisis on them, and their future life in home, host, or third country. Adopting the host country curriculum is seen to be subject for frequent students’ and parents’ complaints especially on history, geography, language, and civics subjects. With this understanding adapting a negotiated curriculum between home and host country as well as mediating through curriculum implementation process were identified to be more appropriate approach for curriculum choice for refugee children in host (or first asylum) country.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"18 1","pages":"67-77"},"PeriodicalIF":0.3,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45820886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-28DOI: 10.14288/TCI.V18I1.196101
L. Wariyo, A. Asgedom
The responsiveness of education to development is dependent on the extent that the education system prepares the young for the current changing roles of the work environment, requirements, and demands of the world. Accelerating programs are the curricular innovations to prepare students for college academic rigor and expectations. These curricular innovations are compared in terms of their theoretical intents, curriculum, instructor eligibility and training, settings for delivery, student participation, funding, instructional process and assessment. The key objective of these curricular innovations is building college readiness through exposing students to college academic rigor, experience, and expectations. The comparative analysis shows that the International Baccalaureate and Advanced Placement programs highly emphasize building college readiness through the advanced college-level standard curriculum and rigorous teaching-learning process before college while they also badge college readiness. Unlike the International Baccalaureate and Advanced Placement, the Dual Enrollment is highly focused on building college readiness through exposing the students to the college curriculum and teaching-learning environment before college entry while it also badges college readiness. The former Ethiopian Freshman Program curriculum, the current Preparatory for Higher Education curriculum, was moved down to high school with the intent that it prepares students for college academic rigor and experience. However, it is highly focused on building college readiness without exposing students to college experiences and without badging college readiness. Other strengths and weaknesses of these curricular innovations have also been discussed in the review using empirical research findings.
{"title":"Curricular Innovations in Building College Readiness: A Comparative Study","authors":"L. Wariyo, A. Asgedom","doi":"10.14288/TCI.V18I1.196101","DOIUrl":"https://doi.org/10.14288/TCI.V18I1.196101","url":null,"abstract":"The responsiveness of education to development is dependent on the extent that the education system prepares the young for the current changing roles of the work environment, requirements, and demands of the world. Accelerating programs are the curricular innovations to prepare students for college academic rigor and expectations. These curricular innovations are compared in terms of their theoretical intents, curriculum, instructor eligibility and training, settings for delivery, student participation, funding, instructional process and assessment. The key objective of these curricular innovations is building college readiness through exposing students to college academic rigor, experience, and expectations. The comparative analysis shows that the International Baccalaureate and Advanced Placement programs highly emphasize building college readiness through the advanced college-level standard curriculum and rigorous teaching-learning process before college while they also badge college readiness. Unlike the International Baccalaureate and Advanced Placement, the Dual Enrollment is highly focused on building college readiness through exposing the students to the college curriculum and teaching-learning environment before college entry while it also badges college readiness. The former Ethiopian Freshman Program curriculum, the current Preparatory for Higher Education curriculum, was moved down to high school with the intent that it prepares students for college academic rigor and experience. However, it is highly focused on building college readiness without exposing students to college experiences and without badging college readiness. Other strengths and weaknesses of these curricular innovations have also been discussed in the review using empirical research findings.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"18 1","pages":"24-48"},"PeriodicalIF":0.3,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42438790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-28DOI: 10.14288/TCI.V18I1.196168
Yingyi Ma
This paper challenges the reduced understanding of schools as places for students to learn the useful towards tomorrow and explores alternate languages to understand schools more educationally. It mainly appropriates Agamben’s and Lewis’ conceptualizations of impotentiality with particular attention to its relevance to and implications for education. Allegory as a curriculum concept is adopted methodologically to unpack and reactivate the fragmented, nuanced and autobiographical stories, exploring what might count as living impotentially. Through the allegorical re-searching in my own stories in relationship with others, I find that living impotentially involves overlapping and recursive moments, including yielding and suspending, wondering and wandering and dis/re/connecting, which jointly contribute to one’s becoming/unbecoming and doing/undoing. Finally, I briefly discuss Laozi’s dao and how it could speak to impotentiality in dao’s dynamic stillness. Skhole, a place originally meant for free time, yearns for a space of impotentiality, inviting each one of us to return to ourselves, to understand ourselves better as a human being.
{"title":"Living Impotentially: An Allegorical Inquiry","authors":"Yingyi Ma","doi":"10.14288/TCI.V18I1.196168","DOIUrl":"https://doi.org/10.14288/TCI.V18I1.196168","url":null,"abstract":"This paper challenges the reduced understanding of schools as places for students to learn the useful towards tomorrow and explores alternate languages to understand schools more educationally. It mainly appropriates Agamben’s and Lewis’ conceptualizations of impotentiality with particular attention to its relevance to and implications for education. Allegory as a curriculum concept is adopted methodologically to unpack and reactivate the fragmented, nuanced and autobiographical stories, exploring what might count as living impotentially. Through the allegorical re-searching in my own stories in relationship with others, I find that living impotentially involves overlapping and recursive moments, including yielding and suspending, wondering and wandering and dis/re/connecting, which jointly contribute to one’s becoming/unbecoming and doing/undoing. Finally, I briefly discuss Laozi’s dao and how it could speak to impotentiality in dao’s dynamic stillness. Skhole, a place originally meant for free time, yearns for a space of impotentiality, inviting each one of us to return to ourselves, to understand ourselves better as a human being.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"18 1","pages":"49-66"},"PeriodicalIF":0.3,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49121024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-28DOI: 10.14288/TCI.V18I1.195966
Nicholas Ng-A-Fook, Carol Lee, Catherine E. Déri, Virginie Abat-Roy, Johanne Barrette, Aaron Sardinha Drake, Nyein Mya, Xiaoling Luo
As COVID-19 mutates and as our response to the virus evolves, this Literary Metissage documents our early reactions to the pandemics as phases or strands. Strand I, Navigating A Global Stand Still At Viral Speed, highlights our shock and incredulity. Strand II, Mediated: Slow Going - Virtually Alone, speaks to our slow acceptance of the situation and our readiness to begin adapting to it. Strand III, Social Distancing: Reflections Toward A Way Forward, engages with a phase of deep reflection and thought about the negative and positive implications of COVID-19 on and for shaping the social conditions of the world we live in.
随着新冠肺炎的变异和我们对病毒的反应的演变，这部文学巨著将我们对大流行的早期反应记录为阶段或阶段。Strand I，《以病毒般的速度在全球站稳脚跟》，突出了我们的震惊和怀疑。Strand II，Mediated:Slow Going-Virtually Alone，表达了我们对形势的缓慢接受以及我们开始适应的准备。Strand III，Social Distance:Reflections to A Way Forward，对新冠肺炎对我们生活的世界的社会状况的负面和正面影响进行了深入反思和思考。
{"title":"Life Writing: A Literary Métissage During A Global Pandemic","authors":"Nicholas Ng-A-Fook, Carol Lee, Catherine E. Déri, Virginie Abat-Roy, Johanne Barrette, Aaron Sardinha Drake, Nyein Mya, Xiaoling Luo","doi":"10.14288/TCI.V18I1.195966","DOIUrl":"https://doi.org/10.14288/TCI.V18I1.195966","url":null,"abstract":"As COVID-19 mutates and as our response to the virus evolves, this Literary Metissage documents our early reactions to the pandemics as phases or strands. Strand I, Navigating A Global Stand Still At Viral Speed, highlights our shock and incredulity. Strand II, Mediated: Slow Going - Virtually Alone, speaks to our slow acceptance of the situation and our readiness to begin adapting to it. Strand III, Social Distancing: Reflections Toward A Way Forward, engages with a phase of deep reflection and thought about the negative and positive implications of COVID-19 on and for shaping the social conditions of the world we live in.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"18 1","pages":"3-23"},"PeriodicalIF":0.3,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41547895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-11DOI: 10.14288/TCI.V17I1.193661
J. Jupp, Micaela González Delgado, Freyca Calderón Berumen, Caroline A. Hesse
In our essay, we advance a preliminary sketch of decolonial-Hispanophone curriculum and extend an invitation for a South-South dialogue between students, teachers, or activist educators from distinct intellectual traditions of the geo-regions called “the Americas.” After sharing provisional definitions, we plant the problem of doing curricular-pedagogical work within a historical trajectory emphasizing historical colonies and present-day coloniality. Planted in this way, we provide a preliminary sketch of decolonial-Hispanophone curriculum as one dimension of a transnational, contextual, and relational decolonial project. From this sketch, we theorize three historicized concepts: (a) the historicity of decolonial thought, (b) mestizx conceptualization, and (c) communality/pluriversality. We conclude the essay with an invitation for transnational South-South dialogue. Keywords: coloniality, decolonial curriculum, decolonial pedagogy, itinerant curriculum theory.
{"title":"Decolonial-Hispanophone Curriculum: A Preliminary Sketch and Invitation to a South-South Dialogue","authors":"J. Jupp, Micaela González Delgado, Freyca Calderón Berumen, Caroline A. Hesse","doi":"10.14288/TCI.V17I1.193661","DOIUrl":"https://doi.org/10.14288/TCI.V17I1.193661","url":null,"abstract":"In our essay, we advance a preliminary sketch of decolonial-Hispanophone curriculum and extend an invitation for a South-South dialogue between students, teachers, or activist educators from distinct intellectual traditions of the geo-regions called “the Americas.” After sharing provisional definitions, we plant the problem of doing curricular-pedagogical work within a historical trajectory emphasizing historical colonies and present-day coloniality. Planted in this way, we provide a preliminary sketch of decolonial-Hispanophone curriculum as one dimension of a transnational, contextual, and relational decolonial project. From this sketch, we theorize three historicized concepts: (a) the historicity of decolonial thought, (b) mestizx conceptualization, and (c) communality/pluriversality. We conclude the essay with an invitation for transnational South-South dialogue. \u0000 \u0000Keywords: coloniality, decolonial curriculum, decolonial pedagogy, itinerant curriculum theory.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"17 1","pages":"72-94"},"PeriodicalIF":0.3,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48283615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-11DOI: 10.14288/TCI.V17I1.192428
Hembadoon Iyortyer Oguanobi
This paper uses the a’nger cloth, a traditional cloth belonging to the Tiv tribe of Benue, Nigeria as a metaphor for framing autoethnographical narratives and undertakings. Through storying and poetizing about lived experiences, culture, migration tales, identity, gender, marginalization, race and silence, stories emerge as praxis for decolonizing the curriculum. As a non-Western feminist, diasporic academic living in Ottawa, Canada, on unceded Algonquin territory, how might I navigate the changing and uncertain spaces of belonging? Through the a'nger cloth, I find ways of sharing generational family stories through poetry. These stories invite alternative and inclusive spaces into the classroom that welcome “other” ways of being and knowing. Key-words: decolonising the curriculum; narratives; spaces.
{"title":"Toward Decolonizing the Black and White A’nger cloth:","authors":"Hembadoon Iyortyer Oguanobi","doi":"10.14288/TCI.V17I1.192428","DOIUrl":"https://doi.org/10.14288/TCI.V17I1.192428","url":null,"abstract":"This paper uses the a’nger cloth, a traditional cloth belonging to the Tiv tribe of Benue, Nigeria as a metaphor for framing autoethnographical narratives and undertakings. Through storying and poetizing about lived experiences, culture, migration tales, identity, gender, marginalization, race and silence, stories emerge as praxis for decolonizing the curriculum. As a non-Western feminist, diasporic academic living in Ottawa, Canada, on unceded Algonquin territory, how might I navigate the changing and uncertain spaces of belonging? Through the a'nger cloth, I find ways of sharing generational family stories through poetry. These stories invite alternative and inclusive spaces into the classroom that welcome “other” ways of being and knowing. \u0000 \u0000Key-words: decolonising the curriculum; narratives; spaces.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"17 1","pages":"16-30"},"PeriodicalIF":0.3,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49022243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-11DOI: 10.14288/TCI.V17I1.192321
James C. Jupp, Micaela González Delgado, Freyca Calderón Berumen, C. Hesse
En nuestro ensayo, avanzamos un bosquejo preliminar del curriculo decolonial-hispanofono y extendemos una invitacion al dialogo Sur-Sur entre alumnos, docentes, o activistas-educadores de distintas tradiciones intelectuales de las geo-regiones denominadas «las Americas». Despues de compartir unas definiciones, planteamos la problematica del trabajo curricular-pedagogico dentro de las colonias historicas y la colonialidad presente. Planteado de esta manera, proporcionamos un bosquejo preliminar del curriculo decolonial-hispanofono como una dimension de un proyecto decolonial transnacional, contextual, y relacional. A base del bosquejo, teorizamos tres conceptos historizados emergentes: (a) la historicidad del pensamiento decolonial, (b) la conceptualizacion mestiza, y (c) la comunalidad/pluriversalidad. Concluimos el ensayo con una invitacion al dialogo transnacional Sur-Sur. Terminos claves: colonialidad, curriculo decolonial, pedagogia decolonial, teoria curricular itinerante.
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Pub Date : 2020-08-11DOI: 10.14288/TCI.V17I1.193670
A. C. Lopes
In a world where the borders among nations are increasingly displaced, where the very senses of nation, belonging, identity are questioned every day, the curriculum takes on new challenges. Keywords: curriculum; identity.
{"title":"Curriculum and Displaced Borders","authors":"A. C. Lopes","doi":"10.14288/TCI.V17I1.193670","DOIUrl":"https://doi.org/10.14288/TCI.V17I1.193670","url":null,"abstract":"In a world where the borders among nations are increasingly displaced, where the very senses of nation, belonging, identity are questioned every day, the curriculum takes on new challenges. \u0000 \u0000Keywords: curriculum; identity.","PeriodicalId":40918,"journal":{"name":"Transnational Curriculum Inquiry","volume":"17 1","pages":"1-2"},"PeriodicalIF":0.3,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46457720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-11DOI: 10.14288/TCI.V17I1.192086
Wanying Wang
I explore the concept of attunement in this paper. Informed by my own story and other scholarly work, attunement in this paper is employed to describe an autobiographical theory of education. In such an autobiographical theory of education learning becomes situated not only in the school-subject and specific prior knowledge, but also in one’s subjective sense of intellectual labor. Basically, this paper comprises two sections. In the first I elucidate my understanding of the concept of attunement. Attunement, in this paper, refers to learning guided and experienced by oneself subjectively striving for deeper understanding, during which one searches for meaning as well as begets one’s engagement with the world. In the second, I describe that attunement has three elements: contingency, boundary and sensitivity. Contingency emphasizes the particularity of experience, identified from one’s own perspective; boundary refers to the challenges and difficulties experienced by oneself; sensitivity underscores how one can go beyond one’s boundary subjectively, thus being attuned to new forms of understanding or thinking. Key-words: attunement, contingency, sensitivity, awakening inwardness
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