Pub Date : 2023-11-05DOI: 10.1080/00220272.2023.2268702
Johannes König, Sandra Heine, Charlotte Kramer, Jonas Weyers, Michael Becker-Mrotzek, Jörg Großschedl, Charlotte Hanisch, Petra Hanke, Thomas Hennemann, Jörg Jost, Kai Kaspar, Benjamin Rott, Sarah Strauß
Numerous reviews have synthesized the empirical research on the effectiveness of teacher education, highlighting teacher education effectiveness research (TEER) as an emerging research paradigm. Our systematic search identified 27 reviews related to TEER, wherein teacher education is broadly understood as comprising all stages of teacher professionalization—namely, initial teacher education, teacher induction, and teacher professional development. In reviewing these reviews, we carry out a synthesis of existing research on TEER. Guided by four research questions (RQ), we focused major frameworks (RQ1), outcome measures (RQ2), processes (RQ3), and central research gaps (RQ4). Highlights: Only few reviews provide a background or macro framing, whereas most reviews apply TEER for examining a specific topic (RQ1); outcome measures often relate to the notion of teacher competence, making increased competence the true outcome of TEER (RQ2); coursework is the most dominant category of characteristics-forming processes (RQ3); the frameworks underlying the outcome measures appear to be an object of criticism on a theoretical but even more on a methodological level. Building on these findings, we suggest a processes-and-criteria classification (PCC) grounded in basic distinctions of the various studies synthesized by the reviews. We discuss perspectives on how this classification may provide an orientation for future TEER studies.
{"title":"Teacher education effectiveness as an emerging research paradigm: a synthesis of reviews of empirical studies published over three decades (1993–2023)","authors":"Johannes König, Sandra Heine, Charlotte Kramer, Jonas Weyers, Michael Becker-Mrotzek, Jörg Großschedl, Charlotte Hanisch, Petra Hanke, Thomas Hennemann, Jörg Jost, Kai Kaspar, Benjamin Rott, Sarah Strauß","doi":"10.1080/00220272.2023.2268702","DOIUrl":"https://doi.org/10.1080/00220272.2023.2268702","url":null,"abstract":"Numerous reviews have synthesized the empirical research on the effectiveness of teacher education, highlighting teacher education effectiveness research (TEER) as an emerging research paradigm. Our systematic search identified 27 reviews related to TEER, wherein teacher education is broadly understood as comprising all stages of teacher professionalization—namely, initial teacher education, teacher induction, and teacher professional development. In reviewing these reviews, we carry out a synthesis of existing research on TEER. Guided by four research questions (RQ), we focused major frameworks (RQ1), outcome measures (RQ2), processes (RQ3), and central research gaps (RQ4). Highlights: Only few reviews provide a background or macro framing, whereas most reviews apply TEER for examining a specific topic (RQ1); outcome measures often relate to the notion of teacher competence, making increased competence the true outcome of TEER (RQ2); coursework is the most dominant category of characteristics-forming processes (RQ3); the frameworks underlying the outcome measures appear to be an object of criticism on a theoretical but even more on a methodological level. Building on these findings, we suggest a processes-and-criteria classification (PCC) grounded in basic distinctions of the various studies synthesized by the reviews. We discuss perspectives on how this classification may provide an orientation for future TEER studies.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"97 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135724563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-24DOI: 10.1080/00220272.2023.2271545
Amy Allen, Mason Engelhardt, Carey Stewart
ABSTRACTListening is necessary for effective learning. Unfortunately, outside of comprehension tasks, listening is rarely emphasized as a key component of classroom instruction. This study considers a specific type of listening, sacrificial listening, theorized to help to bridge cultural, political, and religious divides by emphasizing understanding and unfamiliar voices. In this qualitative, arts-based research study, found poetry is used to investigate preservice teachers (PST) understandings of sacrificial listening as a pedagogical tool, including their consideration of its key components and applications to practice in the elementary classroom. While PST do appear to understand the power of sacrificial listening in reducing misunderstandings between unfamiliar voices, findings from this study also confirm what is already known about teacher education: there is an explicit need for teacher educators to intentionally work with PST on how to take an abstract theory and apply it to practice in concrete ways.KEYWORDS: Sacrificial listeningintergroup contact theorysocial and emotional learningactive listeningand teacher education Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Pre-service teachers’ understanding of sacrificial listening as a pedagogical framework","authors":"Amy Allen, Mason Engelhardt, Carey Stewart","doi":"10.1080/00220272.2023.2271545","DOIUrl":"https://doi.org/10.1080/00220272.2023.2271545","url":null,"abstract":"ABSTRACTListening is necessary for effective learning. Unfortunately, outside of comprehension tasks, listening is rarely emphasized as a key component of classroom instruction. This study considers a specific type of listening, sacrificial listening, theorized to help to bridge cultural, political, and religious divides by emphasizing understanding and unfamiliar voices. In this qualitative, arts-based research study, found poetry is used to investigate preservice teachers (PST) understandings of sacrificial listening as a pedagogical tool, including their consideration of its key components and applications to practice in the elementary classroom. While PST do appear to understand the power of sacrificial listening in reducing misunderstandings between unfamiliar voices, findings from this study also confirm what is already known about teacher education: there is an explicit need for teacher educators to intentionally work with PST on how to take an abstract theory and apply it to practice in concrete ways.KEYWORDS: Sacrificial listeningintergroup contact theorysocial and emotional learningactive listeningand teacher education Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135265962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1080/00220272.2023.2272687
Roy Weintraub
ABSTRACTApplying Arthur Chapman’s conceptualization, this article explores Religious Zionist (RZ) Holocaust education and the way it has changed over the years. Beyond RZ’s increasing influence within Israeli society, this examination provides a unique example of faith-based Holocaust education that adheres to rationalism while teaching God’s power over history. The diachronic textual analysis reveals dramatic changes in RZ Holocaust education over the past eight decades. Similar to faith-based education around the world, RZ focused initially on a deontological lesson highlighting the duty of the religious person under any circumstances. Following the 67 War, a distinct consequentialist-theological lesson was added, clarifying the obligation of the Jewish people to respond to the process of redemption embodied in the Zionist movement. As for the present day, the study profiles a new post-secular ontological lesson about the atrocities that people are capable of perpetrating in a godless world. This lesson is intertwined into a novel meta-narrative, one based not on modern ideologies but on the Bibal and the vision of the Prophets. The conclusions of this article help to create analytical categories for exploring faith-based Holocaust education around the world—a topic that has emerged in recent decades as one of great importance.KEYWORDS: Holocaust educationpost-secularschool historyReligious Zionismfaith-based history Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Holocaust education in the post-secular era: Religious-Zionist lessons from the Holocaust","authors":"Roy Weintraub","doi":"10.1080/00220272.2023.2272687","DOIUrl":"https://doi.org/10.1080/00220272.2023.2272687","url":null,"abstract":"ABSTRACTApplying Arthur Chapman’s conceptualization, this article explores Religious Zionist (RZ) Holocaust education and the way it has changed over the years. Beyond RZ’s increasing influence within Israeli society, this examination provides a unique example of faith-based Holocaust education that adheres to rationalism while teaching God’s power over history. The diachronic textual analysis reveals dramatic changes in RZ Holocaust education over the past eight decades. Similar to faith-based education around the world, RZ focused initially on a deontological lesson highlighting the duty of the religious person under any circumstances. Following the 67 War, a distinct consequentialist-theological lesson was added, clarifying the obligation of the Jewish people to respond to the process of redemption embodied in the Zionist movement. As for the present day, the study profiles a new post-secular ontological lesson about the atrocities that people are capable of perpetrating in a godless world. This lesson is intertwined into a novel meta-narrative, one based not on modern ideologies but on the Bibal and the vision of the Prophets. The conclusions of this article help to create analytical categories for exploring faith-based Holocaust education around the world—a topic that has emerged in recent decades as one of great importance.KEYWORDS: Holocaust educationpost-secularschool historyReligious Zionismfaith-based history Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"18 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135367277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1080/00220272.2023.2271541
Dung Tran, Bronwyn Reid O’Connor
This conceptual paper puts forward the construct termed teacher curriculum competence, which is an amalgamation of theoretical or formal and personal practical teacher knowledge and orientations in relation to curriculum. We situate the competence in institutional, political, and philosophical contexts. Drawing on research related to mathematics curriculum at different stages (i.e. the official, intended, and enacted curriculum) and teacher competence frameworks, we elaborate on how a teacher interacts with curriculum informed by their knowledge and orientations. When working with curriculum, teacher curriculum competence refers to what teachers attend to and how they interpret curriculum, as well as why they make decisions, including when to introduce particular concepts or skills, based on their local students’ needs. In addition, we argue that the process of interacting with curriculum helps shape teacher knowledge and orientations. This article is significant for the contribution it makes to conceptualizing teacher curriculum competence in a centralized curriculum system, that is a nationally mandated. Although we use the mathematics discipline as an example, implications for research in promising areas for future studies in this space are also discussed.
{"title":"Teacher curriculum competence: how teachers act in curriculum making","authors":"Dung Tran, Bronwyn Reid O’Connor","doi":"10.1080/00220272.2023.2271541","DOIUrl":"https://doi.org/10.1080/00220272.2023.2271541","url":null,"abstract":"This conceptual paper puts forward the construct termed teacher curriculum competence, which is an amalgamation of theoretical or formal and personal practical teacher knowledge and orientations in relation to curriculum. We situate the competence in institutional, political, and philosophical contexts. Drawing on research related to mathematics curriculum at different stages (i.e. the official, intended, and enacted curriculum) and teacher competence frameworks, we elaborate on how a teacher interacts with curriculum informed by their knowledge and orientations. When working with curriculum, teacher curriculum competence refers to what teachers attend to and how they interpret curriculum, as well as why they make decisions, including when to introduce particular concepts or skills, based on their local students’ needs. In addition, we argue that the process of interacting with curriculum helps shape teacher knowledge and orientations. This article is significant for the contribution it makes to conceptualizing teacher curriculum competence in a centralized curriculum system, that is a nationally mandated. Although we use the mathematics discipline as an example, implications for research in promising areas for future studies in this space are also discussed.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"361 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135367136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1080/00220272.2023.2268144
Simon Guse, Dorothe Kienhues, Regina Jucks
Preservice teachers study an academic discipline (e.g. mathematics) and – just like students majoring in that discipline – have a certain level of connectedness to it. While studying, students may compare themselves to peers studying the same discipline within alternative degree programs, characterized by different study contexts. Notably, preservice mathematics teachers may engage in such comparisons with major mathematics students, potentially fostering preservice teachers’ feelings of being less connected with the mathematics discipline. Thus, using the constructs of task value and sense of belonging, we investigate how preservice teachers’ and major students’ perceived connectedness to mathematics differs and how it differs from the connectedness they anticipate is experienced by students in the respective other degree program. Data from 174 preservice mathematics teachers and 96 major mathematics students in Germany suggest that preservice teachers perceive themselves as less connected to the discipline of mathematics than major students perceive themselves to be. These findings are supported by contrasting participants’ own perspectives with their anticipated perspectives of what students in the respective alternative degree program would indicate. This comparison yields even more pronounced effect sizes. Differences between levels of comparison as well as implications for higher education and teacher education are discussed.
{"title":"Half a mathematician? How preservice teachers are connected to their studied discipline","authors":"Simon Guse, Dorothe Kienhues, Regina Jucks","doi":"10.1080/00220272.2023.2268144","DOIUrl":"https://doi.org/10.1080/00220272.2023.2268144","url":null,"abstract":"Preservice teachers study an academic discipline (e.g. mathematics) and – just like students majoring in that discipline – have a certain level of connectedness to it. While studying, students may compare themselves to peers studying the same discipline within alternative degree programs, characterized by different study contexts. Notably, preservice mathematics teachers may engage in such comparisons with major mathematics students, potentially fostering preservice teachers’ feelings of being less connected with the mathematics discipline. Thus, using the constructs of task value and sense of belonging, we investigate how preservice teachers’ and major students’ perceived connectedness to mathematics differs and how it differs from the connectedness they anticipate is experienced by students in the respective other degree program. Data from 174 preservice mathematics teachers and 96 major mathematics students in Germany suggest that preservice teachers perceive themselves as less connected to the discipline of mathematics than major students perceive themselves to be. These findings are supported by contrasting participants’ own perspectives with their anticipated perspectives of what students in the respective alternative degree program would indicate. This comparison yields even more pronounced effect sizes. Differences between levels of comparison as well as implications for higher education and teacher education are discussed.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1080/00220272.2023.2267100
Kyle L. Chong
ABSTRACTIn this paper, the author uses an AsianCrit analysis of US Department of War Educational Manual No. 42, Our Chinese Ally (EM42), a document of military curriculum from WWII. Their argues that EM42 demonstrates both a state-sanctioned [re]racialization of Chinese and Chinese Americans through simultaneous technologies of Sinophobia and Sinocentrism. Their analysis of EM42 has implications for the construction of Asian Americans as a ‘model minority’ in the United States, and highlights EM42’s contemporary reverberations on the construction of Asian American identity, as well as how nation-states challenged stereotypes of Chinese people without decentring whiteness.KEYWORDS: Asian AmericansChinese AmericansAsianCritcurriculumrace AcknowledgmentsI would like to express my deepest thanks to Alexandra Allweiss, Dorinda Carter Andrews, Kyle Greenwalt, and Christina Schwarz for their support for this work and for me as a scholar.Disclosure statementNo potential conflict of interest was reported by the author(s).Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.Notes1. In this paper, I use the term ‘China’ to refer to a geographic context, rather than synonymous with a particular iteration of a nation-state. I distinguish between referring to the People’s Republic of China (PRC) as the nation-state and China as the geographical context.2. Ironically, Deng Xiaoping subsequently used Chinese characteristics as a technology of authoritarian nationalism by the PRC as part of the supposedly reparative statecraft that asserts the PRC’s sovereignty after Unequal Treaties that marked the start of China’s Century of Humiliation (1839–1949) (Harvey, Citation2005; Wang, Citation2012).3. Han Supremacy critiques the conflation of Han ethnic identity and cultural practices with Chinese identity which emerges from the fluidity of the term Chinese as a reference to a cultural, linguistic, and national identity in Western contexts partly due to epistemological differences in Western concepts of race (Leibold, Citation2010; Louie, Citation2004).Additional informationFundingThe author(s) received financial support for this research from the Asian Pacific American Studies Program at Michigan State University (Graduate Fellowship Program), the Asian Studies Center at Michigan State University (Chinese Student Endowment), and the College of Education at Michigan State University (Summer Research Fellowship).
摘要本文以二战时期美国战争教育手册第42期《我们的中国盟友》(EM42)为研究对象，运用亚洲文化分析方法。他们认为，EM42通过同时使用恐华和中国中心主义的技术，证明了国家批准的中国人和华裔美国人的[再]种族化。他们对EM42的分析对亚裔美国人作为美国“模范少数族裔”的建构具有启示意义，并强调了EM42对亚裔美国人身份建构的当代影响，以及民族国家如何在不分散白人的情况下挑战对中国人的刻板印象。我要对Alexandra Allweiss、Dorinda Carter Andrews、Kyle Greenwalt和Christina Schwarz对这项工作和我作为一名学者的支持表示最深切的感谢。披露声明作者未报告潜在的利益冲突。利益冲突声明作者声明在本文的研究、作者身份和/或发表方面没有潜在的利益冲突。在本文中，我使用“中国”一词来指代一个地理背景，而不是一个特定民族国家的同义词。我将中华人民共和国(PRC)作为民族国家和中国作为地理背景加以区分。Wang Citation2012)。3。《汉人至上》批评了汉人民族认同和文化实践与中国认同的混淆，这种混淆源于“中国人”一词在西方语境中作为一种文化、语言和民族认同的指称的流动性，部分原因是西方种族概念的认识论差异(Leibold, Citation2010;路易,Citation2004)。作者的研究得到了密歇根州立大学亚太研究项目(研究生奖学金项目)、密歇根州立大学亚洲研究中心(中国学生基金)和密歇根州立大学教育学院(暑期研究奖学金)的资助。
{"title":"Sinophobia + Sinocentrism— An AsianCrit Analysis of the US Military's Wartime Curricular [Re]racialization of Chinese [Americans]","authors":"Kyle L. Chong","doi":"10.1080/00220272.2023.2267100","DOIUrl":"https://doi.org/10.1080/00220272.2023.2267100","url":null,"abstract":"ABSTRACTIn this paper, the author uses an AsianCrit analysis of US Department of War Educational Manual No. 42, Our Chinese Ally (EM42), a document of military curriculum from WWII. Their argues that EM42 demonstrates both a state-sanctioned [re]racialization of Chinese and Chinese Americans through simultaneous technologies of Sinophobia and Sinocentrism. Their analysis of EM42 has implications for the construction of Asian Americans as a ‘model minority’ in the United States, and highlights EM42’s contemporary reverberations on the construction of Asian American identity, as well as how nation-states challenged stereotypes of Chinese people without decentring whiteness.KEYWORDS: Asian AmericansChinese AmericansAsianCritcurriculumrace AcknowledgmentsI would like to express my deepest thanks to Alexandra Allweiss, Dorinda Carter Andrews, Kyle Greenwalt, and Christina Schwarz for their support for this work and for me as a scholar.Disclosure statementNo potential conflict of interest was reported by the author(s).Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.Notes1. In this paper, I use the term ‘China’ to refer to a geographic context, rather than synonymous with a particular iteration of a nation-state. I distinguish between referring to the People’s Republic of China (PRC) as the nation-state and China as the geographical context.2. Ironically, Deng Xiaoping subsequently used Chinese characteristics as a technology of authoritarian nationalism by the PRC as part of the supposedly reparative statecraft that asserts the PRC’s sovereignty after Unequal Treaties that marked the start of China’s Century of Humiliation (1839–1949) (Harvey, Citation2005; Wang, Citation2012).3. Han Supremacy critiques the conflation of Han ethnic identity and cultural practices with Chinese identity which emerges from the fluidity of the term Chinese as a reference to a cultural, linguistic, and national identity in Western contexts partly due to epistemological differences in Western concepts of race (Leibold, Citation2010; Louie, Citation2004).Additional informationFundingThe author(s) received financial support for this research from the Asian Pacific American Studies Program at Michigan State University (Graduate Fellowship Program), the Asian Studies Center at Michigan State University (Chinese Student Endowment), and the College of Education at Michigan State University (Summer Research Fellowship).","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"26 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136098393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.1080/00220272.2023.2261998
Joandi Hartendorp, Nicole Immler, Hans Alma
ABSTRACTThe Dutch perpetrated in both the Holocaust and chattel slavery. However, Dutch cultural memory does not significantly recognize Dutch perpetration in these sensitive histories. This article explores the interplay between cultural memory and history education as a potential explanation for this oversight, by specifically focusing on the implementation of multi-perspectivity. In Dutch history education, multi-perspectivity is valued, yet scholars have warned that it could contribute to minimization of perpetration. The deliberate choice of a qualitative research approach, as opposed to the more common textbook analysis, served to centre history teachers’ perspectives and allowed for a comprehensive analysis of their descriptions of multi-perspectivity in Holocaust and slavery education. This exploration further substantiated the concern regarding the risk of perpetration minimization. It reveals that history teachers predominantly approach multi-perspectivity in Holocaust and slavery education through teaching respectively historical empathy and positionality. Stimulating historical empathy and emphasizing positionality with pupils affect the presentation of historical distance and perpetration. Through these approaches teachers risk providing pupils with the understanding that everyone, including perpetrators, can be seen as victims of their historical circumstances, making it challenging to assign moral responsibility. To address this risk of perpetration minimization, this article explores underlying causes and offers recommendations.KEYWORDS: History educationmulti-perspectivitycultural memoryHolocaust educationslavery education Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. I elaborate on this further in the theoretical framework.2. These scholars propose a theoretical connection between history education and collective, cultural or national memories. The actual process of the interplay is not explained.3. This ‘grey’ representation neglects that the extermination of over one hundred thousand Jews would not have been feasible without the collaboration of the Dutch civil service and its bureaucratic system and the active participation of Dutch citizens in arresting Jews (for profit) (Van Liempt, Citation2009).4. Dutch slavery was not restricted to the enslavement of Africans, but the interviews showed that teachers pay little attention to Dutch slavery in other regions.5. The identity of pupils and their relation to the subject could potentially affect the lesson as well. Zembylas (Citation2007) and Epstein (Citation2010), offer insight into class dynamics due to differing identities and emotions of teachers and pupils. This study focuses predominantly on teachers.6. Inspired by Alma (Citation2015), this article defines imaginaries as: the implicit expectations and values which underlie social practices and come to expression in the widely accepted and sometimes taken for granted narratives,
{"title":"Multi-perspectivity and the risk of perpetration minimisation in Dutch Holocaust and slavery education","authors":"Joandi Hartendorp, Nicole Immler, Hans Alma","doi":"10.1080/00220272.2023.2261998","DOIUrl":"https://doi.org/10.1080/00220272.2023.2261998","url":null,"abstract":"ABSTRACTThe Dutch perpetrated in both the Holocaust and chattel slavery. However, Dutch cultural memory does not significantly recognize Dutch perpetration in these sensitive histories. This article explores the interplay between cultural memory and history education as a potential explanation for this oversight, by specifically focusing on the implementation of multi-perspectivity. In Dutch history education, multi-perspectivity is valued, yet scholars have warned that it could contribute to minimization of perpetration. The deliberate choice of a qualitative research approach, as opposed to the more common textbook analysis, served to centre history teachers’ perspectives and allowed for a comprehensive analysis of their descriptions of multi-perspectivity in Holocaust and slavery education. This exploration further substantiated the concern regarding the risk of perpetration minimization. It reveals that history teachers predominantly approach multi-perspectivity in Holocaust and slavery education through teaching respectively historical empathy and positionality. Stimulating historical empathy and emphasizing positionality with pupils affect the presentation of historical distance and perpetration. Through these approaches teachers risk providing pupils with the understanding that everyone, including perpetrators, can be seen as victims of their historical circumstances, making it challenging to assign moral responsibility. To address this risk of perpetration minimization, this article explores underlying causes and offers recommendations.KEYWORDS: History educationmulti-perspectivitycultural memoryHolocaust educationslavery education Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. I elaborate on this further in the theoretical framework.2. These scholars propose a theoretical connection between history education and collective, cultural or national memories. The actual process of the interplay is not explained.3. This ‘grey’ representation neglects that the extermination of over one hundred thousand Jews would not have been feasible without the collaboration of the Dutch civil service and its bureaucratic system and the active participation of Dutch citizens in arresting Jews (for profit) (Van Liempt, Citation2009).4. Dutch slavery was not restricted to the enslavement of Africans, but the interviews showed that teachers pay little attention to Dutch slavery in other regions.5. The identity of pupils and their relation to the subject could potentially affect the lesson as well. Zembylas (Citation2007) and Epstein (Citation2010), offer insight into class dynamics due to differing identities and emotions of teachers and pupils. This study focuses predominantly on teachers.6. Inspired by Alma (Citation2015), this article defines imaginaries as: the implicit expectations and values which underlie social practices and come to expression in the widely accepted and sometimes taken for granted narratives,","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136279930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.1080/00220272.2023.2258517
Aron Decuyper, Hanne Tack, Karolien Keppens, Kristof Van Damme, Peter Lambert, Ruben Vanderlinde
ABSTRACTA crucial competence for mentor teachers is the ability to analyse classroom practices as they are expected to model effective teaching practices and to provide feedback to student teachers. This ability is referred to in the literature as professional vision. The present study assesses mentor teachers’ (n = 137) professional vision regarding teacher-student interactions and differentiated instruction, using a validated video-based comparative judgement measurement instrument. The results indicate that mentor teachers have a high professional vision. It can thus be assumed that mentor teachers can support student teachers. Additionally, their professional vision is compared with that of classroom teachers (n = 996) and student teachers (n = 2168), expecting it to be significantly higher than that of classroom teachers and student teachers. The results show no significant difference between mentor teachers and classroom teachers but a significant difference between mentor teachers and student teachers. Hence, mentor teachers and classroom teachers are equally able to identify and interpret crucial aspects of effective teaching behaviour and both groups are better able than student teachers in this regard. This study contributes to the current state of the art on mentor teachers from a theoretical, empirical and methodological point of view.KEYWORDS: Mentor teachersprofessional visioncomparative judgementteacher-student interactionsdifferentiated instruction AcknowledgmentsWe would like to thank our three reviewers for the time and effort spent on review our manuscript. We sincerely appreciate all their valuable comments and suggestions which helped us to improve the quality of the manuscript.Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Mentor teachers’ professional vision: A study of the differences with classroom teachers and student teachers","authors":"Aron Decuyper, Hanne Tack, Karolien Keppens, Kristof Van Damme, Peter Lambert, Ruben Vanderlinde","doi":"10.1080/00220272.2023.2258517","DOIUrl":"https://doi.org/10.1080/00220272.2023.2258517","url":null,"abstract":"ABSTRACTA crucial competence for mentor teachers is the ability to analyse classroom practices as they are expected to model effective teaching practices and to provide feedback to student teachers. This ability is referred to in the literature as professional vision. The present study assesses mentor teachers’ (n = 137) professional vision regarding teacher-student interactions and differentiated instruction, using a validated video-based comparative judgement measurement instrument. The results indicate that mentor teachers have a high professional vision. It can thus be assumed that mentor teachers can support student teachers. Additionally, their professional vision is compared with that of classroom teachers (n = 996) and student teachers (n = 2168), expecting it to be significantly higher than that of classroom teachers and student teachers. The results show no significant difference between mentor teachers and classroom teachers but a significant difference between mentor teachers and student teachers. Hence, mentor teachers and classroom teachers are equally able to identify and interpret crucial aspects of effective teaching behaviour and both groups are better able than student teachers in this regard. This study contributes to the current state of the art on mentor teachers from a theoretical, empirical and methodological point of view.KEYWORDS: Mentor teachersprofessional visioncomparative judgementteacher-student interactionsdifferentiated instruction AcknowledgmentsWe would like to thank our three reviewers for the time and effort spent on review our manuscript. We sincerely appreciate all their valuable comments and suggestions which helped us to improve the quality of the manuscript.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-23DOI: 10.1080/00220272.2023.2261991
Andreas Bergh, Eva Forsberg
The objective of this article is to explore differentiation of education through juridification. We examine changes in school governing, including trends towards globalization and marketization, as well as increased regulatory intervention in addressing complex social problems. Drawing on Luhmann’s theory of functional differentiation and Teubner’s problematization of juridification, we scrutinize three sets of distinct legislative regulations in a Swedish context. We uncover a multifaceted juridification alongside a multifunctional school organization nested in a complex web of differentiated and interconnected subsystems. Traditional forms of differentiation persist, albeit with juridification as a lever, thus sparking renewed tensions.
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Pub Date : 2023-09-21DOI: 10.1080/00220272.2023.2256009
Daniel Talbot
This article seeks to contribute to recent theorizing around the concept of powerful knowledge. I begin with a discussion of the current use of the term in both academia and the wider institutional environment of schools. I then give a detailed account of its origins in social realism before exploring different iterations of the concept in recent academic work. The second half of the article seeks to develop the idea of ‘power’ in powerful knowledge by engaging with the criticisms of philosopher John White. I do this by bringing in the philosophical work on the concept of power offered by Peter Morriss. I conclude that Morriss’ analysis of power can help reveal why ‘power’ is best seen as a disposition to effect certain ends. I suggest that this helps resolve some of the concerns of White and provides a template for how to think about powerful knowledge going forward.
{"title":"Knowledge, knowers, and power: understanding the ‘power’ of powerful knowledge","authors":"Daniel Talbot","doi":"10.1080/00220272.2023.2256009","DOIUrl":"https://doi.org/10.1080/00220272.2023.2256009","url":null,"abstract":"This article seeks to contribute to recent theorizing around the concept of powerful knowledge. I begin with a discussion of the current use of the term in both academia and the wider institutional environment of schools. I then give a detailed account of its origins in social realism before exploring different iterations of the concept in recent academic work. The second half of the article seeks to develop the idea of ‘power’ in powerful knowledge by engaging with the criticisms of philosopher John White. I do this by bringing in the philosophical work on the concept of power offered by Peter Morriss. I conclude that Morriss’ analysis of power can help reveal why ‘power’ is best seen as a disposition to effect certain ends. I suggest that this helps resolve some of the concerns of White and provides a template for how to think about powerful knowledge going forward.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136136894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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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