Pub Date : 2023-09-21DOI: 10.1080/00220272.2023.2253551
Alexander Benger
ABSTRACTThis paper addresses the question of what role the historical discipline might play in informing the selection of substantive knowledge for school history curricula. In the process, it seeks to clarify the usefulness and limitations of Young’s social realist theory of powerful knowledge in the case of school history. The paper proposes that assessing the potential of the historical discipline for informing substantive knowledge selection in school history requires a more thorough account of the historical discipline’s horizontal knowledge structure. Having attempted such an account, it is argued that while the historical discipline offers no consensus on exactly what substantive knowledge to teach, it does offer resources for tackling political and ethical questions inherent in substantive knowledge selection in school history. This is exemplified through the case of environmental history. The paper concludes that realizing the potential of the historical discipline to contribute to questions of substantive knowledge selection in school history requires that history educators move beyond theorizing the distinction between vertical and horizontal discourses, central to Young’s theory of powerful knowledge, and, drawing on Bernstein, consider the historical discipline’s particular horizontal knowledge structure and its dialogic, often critical, entanglement with horizontal discourses.KEYWORDS: History educationcurriculumsubstantive knowledgepowerful knowledgesocial realism AcknowledgmentsWith thanks to my MA supervisor, Dr Arthur Chapman.Disclosure statementNo potential conflict of interest was reported by the author(s).
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Pub Date : 2023-09-20DOI: 10.1080/00220272.2023.2260456
Tatiana Mikhaylova, Daniel Pettersson
The concept of differentiation holds immense significance in education, touching upon aspects like access, inclusion, justice, and equality. However, it is also a complex and elusive notion, which acquires different meanings across historical and cultural contexts. This article explores the shifting reasoning about differentiation in the Swedish educational context. Inspired by Foucault’s account of disciplinary power, it conceptualizes differentiation as a technique for marking and addressing gaps between individuals. Drawing on an analysis of governmental and scholarly reports from 1842 to the late 1960s, the article identifies three shifts in the reasoning on differentiation: 1) from differentiation by socioeconomic class as a given factor to the search for scientific rationales for differentiation based on measurement of intellectual ability, 2) from viewing differences in intelligence as biologically conditioned and stable to viewing them as amenable to training and correction through education, and 3) from a focus on inputs to a focus on outputs. Overall, the article argues that even if the term ‘differentiation’ itself has been discursively replaced by others, the ideas underlying it—the search for gaps—continue to shape education in Sweden and beyond.
{"title":"Minding the gaps: the politics of differentiation in Swedish education from 1842 to the 1960s","authors":"Tatiana Mikhaylova, Daniel Pettersson","doi":"10.1080/00220272.2023.2260456","DOIUrl":"https://doi.org/10.1080/00220272.2023.2260456","url":null,"abstract":"The concept of differentiation holds immense significance in education, touching upon aspects like access, inclusion, justice, and equality. However, it is also a complex and elusive notion, which acquires different meanings across historical and cultural contexts. This article explores the shifting reasoning about differentiation in the Swedish educational context. Inspired by Foucault’s account of disciplinary power, it conceptualizes differentiation as a technique for marking and addressing gaps between individuals. Drawing on an analysis of governmental and scholarly reports from 1842 to the late 1960s, the article identifies three shifts in the reasoning on differentiation: 1) from differentiation by socioeconomic class as a given factor to the search for scientific rationales for differentiation based on measurement of intellectual ability, 2) from viewing differences in intelligence as biologically conditioned and stable to viewing them as amenable to training and correction through education, and 3) from a focus on inputs to a focus on outputs. Overall, the article argues that even if the term ‘differentiation’ itself has been discursively replaced by others, the ideas underlying it—the search for gaps—continue to shape education in Sweden and beyond.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308872","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 : 2023-09-18DOI: 10.1080/00220272.2023.2255993
Shreya Sunderram
ABSTRACTPostcolonial studies have long identified history curriculum as a site of empire building. High stakes exams like the Global History Regents Exam in New York (NYGHR) undoubtedly impact curriculum but have yet to be examined through a postcolonial lens. This study evaluates to what extent, if at all, the NYGHR perpetuates eurocentrism as defined by four concepts from the literature: numerical representation, replacement, tokenism and narrative erasure. Through both qualitative and quantitative analysis, the study finds the exam to be eurocentric both in its numerial underrepresentation of the global south, and in its replacement and ommission of global south achievement, its overuse of tokenism, and its flagrant narrative erasure of the violence of colonialism. The study posits implications and next steps for students, practitioners and future research on how to build inclusive, student driven global history curriculaKEYWORDS: EurocentrismcurriculumcolonialismGlobal Southnarrative erasureinclusive pedagogypostcolonial theorydecolonizing pedagogy Disclosure statementThe author is an employee of the New York City Department of Education. She does not teach a regents-based course and has no personal or professional relationship with the Regents Commission.Notes1. The phrase ‘Global South’ refers broadly to the regions of Latin America, Asia, Africa and Oceania, and ‘references an entire history of colonialism, neo-imperialism, and differential economic and social change through which large inequalities in living standards, life expectancy, and access to resources are maintained’ (The Global South—Nour Dados, Raewyn Connell, Citation2012). Global North is most often defined as regions of the world that were colonizers or benefited from colonialism (the act of violent political, economic and social exploitation and imposition on a people)—broadly, the United States, Canada, Europe and Australia. Though both Global South and Global North should be understood as political and not solely geographic markers, they are connected to the power and political dynamics of colonialism and so therefore politics of land ownership, control and geography are also at stake (Bhambra, Citation2014; Chakrabarty, Citation2008; Sparke, Citation2007; Spivak, Citation2003).
摘要后殖民研究一直将历史课程定位为帝国建设的场所。像纽约全球历史评议考试(NYGHR)这样的高风险考试无疑会影响课程设置，但尚未通过后殖民镜头进行检查。本研究评估了NYGHR在多大程度上延续了欧洲中心主义，这是由文献中的四个概念定义的:数字代表、替代、象征主义和叙事抹除。通过定性和定量分析，该研究发现该考试在全球南方的数字代表性不足，全球南方成就的替代和委任，过度使用象征主义，以及对殖民主义暴力的公然叙事抹除方面都是以欧洲为中心的。本研究对学生、从业者和未来研究如何构建包容性的、学生驱动的全球历史课程提出了启示和下一步。关键词:欧洲中心主义课程殖民主义全球南方叙事抹除包容性教学后殖民理论非殖民化教学法披露声明作者是纽约市教育局的雇员。她不教授校董会课程，也与校董会委员会没有个人或职业关系。“全球南方”一词泛指拉丁美洲、亚洲、非洲和大洋洲地区，“指的是殖民主义、新帝国主义和不同的经济和社会变革的整个历史，通过这些历史，生活水平、预期寿命和资源获取方面的巨大不平等得以维持”(The Global South - nour Dados, Raewyn Connell, Citation2012)。全球北方通常被定义为世界上曾经是殖民者或受益于殖民主义(对人民进行暴力的政治、经济和社会剥削以及强加于人的行为)的地区——广泛地说，包括美国、加拿大、欧洲和澳大利亚。虽然全球南方和全球北方都应该被理解为政治标志，而不仅仅是地理标志，但它们与殖民主义的权力和政治动态有关，因此土地所有权、控制和地理政治也处于危险之中(Bhambra, Citation2014;Chakrabarty Citation2008;Sparke Citation2007;斯Citation2003)。
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Pub Date : 2023-09-18DOI: 10.1080/00220272.2023.2257259
Cheryl J. Craig, Maria Assuncao Flores, Lily Orland-Barak
ABSTRACTIn 2020, Miriam Ben-Peretz, the Israel Scholar of 2006 and a member of the U.S. National Academy (in addition to being a recipient of Israel’s EMET Prize for Research in Education and an American Educational Research Association Fellow) passed away. Ben-Peretz, whose life patterned Israel’s contested history (including its wars), was equally well known worldwide and at home. This intellectual biography captures her career trajectory, her abridged academic family tree, her research interests, and how her scholarship spread at home and abroad. Her knowledge creations: curriculum making, curriculum potential and curriculum encounters, are spotlighted. Her longstanding relationship with, and support of MOFET (Institute for Research and Curriculum Development in Teacher Education), which was founded Israel’s Ministry of Education, formed a seedbed for her knowledge utilization, knowledge mediation, and knowledge dissemination. Ben-Peretz’s career illuminates how she, as a pioneering female and founding citizen of Israel, made headway so that others, could follow in her footsteps. How to live optimistically, despite encountering barriers that would break others, is the legacy that Miriam Ben-Peretz left.KEYWORDS: Miriam Ben-Peretzcurriculumteachinginternational legacyscholarly impactknowledge useintellectual biography Disclosure statementNo potential conflict of interest was reported by the author(s).
2020年，2006年以色列学者、美国国家科学院院士(同时也是以色列EMET教育研究奖获得者和美国教育研究协会会员)米里亚姆·本·佩雷茨逝世。本-佩雷茨的一生塑造了以色列充满争议的历史(包括战争)，他在国内外同样知名。这本知识分子传记记录了她的职业生涯轨迹、她的精简学术家谱、她的研究兴趣，以及她的学术成果如何在国内外传播。她的知识创造:课程制定、课程潜能和课程相遇，是重点。她与以色列教育部教师教育研究与课程发展研究所(MOFET)的长期合作和支持，为她的知识利用、知识中介和知识传播提供了温床。本-佩雷兹的职业生涯说明，作为一名女性先驱和以色列的开国公民，她是如何取得进步的，这样其他人就可以追随她的脚步。如何乐观地生活，尽管遇到了可能会打破别人的障碍，这是米里亚姆·本·佩雷兹留下的遗产。关键词:Miriam ben - peretz课程教学国际遗产学术影响知识使用知识传记披露声明作者未报告潜在利益冲突。
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Pub Date : 2023-09-03DOI: 10.1080/00220272.2023.2256010
Graham McPhail, Barbara Ormond, Alexis Siteine
ABSTRACTThis paper examines the extent to which there has been a shift towards disciplinary knowledge in recently developed curriculum documents in New Zealand and evaluates whether a new ‘Understand, Know, Do’ structure for the curriculum has the potential to facilitate coherent design of teaching programmes and ‘deep learning’. Using a social realist lens, Bernsteinian theories on knowledge structures and recontextualization, and the principles of a Curriculum Design Coherence Model, the analysis identifies instances of both conceptual coherence and epistemic confusion which raises questions about the underlying principles upon which the curriculum documents are being developed.KEYWORDS: disciplinary knowledgecurriculum designsocial realismrecontextualizationcurriculum design coherence model Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. ‘Te Tiriti o Waitangi (in English, the Treaty of Waitangi), New Zealand’s founding document, was meant to be a partnership between Māori and the British Crown. Although it was intended to create unity, different understandings of the treaty, and breaches of it, have caused conflict. From the 1970s the general public gradually came to know more about the treaty, and efforts to honour the treaty and its principles expanded’ (Orange, Citation2023).2. taonga—a treasure, or anything valued by Māori for example the Māori language.3. te reo—the Māori language.4. tikanga—customary practices.5. mātauranga Māori–Māori knowledge.
摘要本文考察了新西兰最近开发的课程文件中向学科知识转变的程度，并评估了新的“理解，知道，做”课程结构是否有可能促进教学计划和“深度学习”的连贯设计。利用社会现实主义的视角，伯恩斯坦关于知识结构和重新语境化的理论，以及课程设计一致性模型的原则，分析确定了概念一致性和认知混淆的实例，这些实例提出了关于课程文件开发所依据的基本原则的问题。关键词:学科知识课程设计社会现实主义再语境化课程设计连贯性模型披露声明作者未报告潜在利益冲突。新西兰的建国文件《怀唐伊条约》(the Tiriti o Waitangi，英文为《怀唐伊条约》)是Māori和英国王室之间的合作文件。虽然它的目的是建立统一，但对条约的不同理解和违反条约的行为引发了冲突。从20世纪70年代开始，公众逐渐对条约有了更多的了解，尊重条约及其原则的努力也扩大了”(Orange, Citation2023)。淘宝——宝藏，或任何有Māori价值的东西，例如Māori语言。4.使用Māori语言。tikanga-customary practices.5。mātauranga Māori-Māori知识。
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Pub Date : 2023-09-03DOI: 10.1080/00220272.2023.2256388
Sanna-Mari Salonen-Hakomäki, Tiina Soini
National curriculum reform is a complex negotiation point of how basic education should be practiced and what role it should take in society. The question of participation in this process is central to creating a coherent, responsible, and implementable curriculum—but still left for little investigation in the national level reforms. Our goal was to answer, how can participation in curriculum reform create coherent system-wide change in a complex education system? In this study, we approach the participative national Finnish Core Curriculum Reform 2014, through interviews of the reform steering group who acted as central stakeholders in the reform. We practiced a thinking with theory -oriented analysis and utilized Michel Callon’s four moments of translation as a theoretical framework to examine the interviews.Results illustrate how the moment of interessement leads to enrolment—how participation adds complexity to reforms but also offers an opportunity to build more coherent and lasting system-wide change from it during the processes of learning with and from each other. The results also provide us with a practical view on why coherent, lasting change cannot be authoritatively forced in a system, such as the education system, but is by its nature networked, collaborative and shared.
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Pub Date : 2023-09-02DOI: 10.1080/00220272.2023.2248213
Vera Moser
{"title":"Profession, organization, and academic discipline. Differentiation of a special education science in Germany since 1900","authors":"Vera Moser","doi":"10.1080/00220272.2023.2248213","DOIUrl":"https://doi.org/10.1080/00220272.2023.2248213","url":null,"abstract":"","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77212699","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 : 2023-09-02DOI: 10.1080/00220272.2023.2253455
E. Hargreaves, Laura Quick, Denise Buchanan
A considerable body of global educational literature has examined how schooling policy based on measuring and managing performance has narrowed children’s access both to curriculum breadth and to diversity in pedagogy. This article approaches these curriculum dilemmas within the global concern for children’s wellbeing and social justice. In particular, it focuses on the experiences of children designated by this system as lower-attaining, which is a much under-researched aspect of these concerns. Based on an innovative five-year life-history study of 23 seven to 12 year-old lower-attaining school-children in the English system, this article examines how these children themselves depicted their schooling experiences. We conclude, drawing on term-by-term experiences narrated by these children, that the current curriculum and assessment arrangements narrowed their opportunities for participation in engaged learning, especially in comparison to higher-attaining children; which undermined their wellbeing and brought social justice into question. The children high-lighted the negative impact of curriculum emphases on mathematics and English rather than on non-core and outside-school curriculum areas for lower-attaining in particular; and the emphasis on attainment rather than participation in learning. They had few opportunities to have their specific preferences validated, leading in some cases to these lower-attainers being excluded from participation in school-learning.
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