Abstract How should the curriculum for older school students address the transition to sustainable futures? This article seeks to answer this question by reference to the marginalisation of education for sustainability (EfS) in England after 2010; its re‐emergence around 2020, prompted largely by students' protests over climate change: and the continuing need for critical approaches that acknowledge the contested nature of sustainability. Gramsci's theory of hegemony as developed by Gilbert and Williams, is used to explain the marginalisation of EfS while Mouffe's advocacy of a green democratic revolution, shaped by a blend of eco‐socialist, post‐developmental and decolonial thought, suggests what a critical EfS should cover and why it should be linked to radical global citizenship education. Neoliberal, socially democratic and eco‐socialist discourses of sustainability and a green transition should feature in the curriculum and agonistic pedagogy should be employed to enable students to reflect and act on these and so develop their political literacy. The Curriculum for Wales can accommodate such pedagogy and an incoming Labour government in Westminster can learn from its example.
{"title":"Critical education for sustainability and Chantal Mouffe's green democratic revolution","authors":"John Huckle","doi":"10.1002/curj.232","DOIUrl":"https://doi.org/10.1002/curj.232","url":null,"abstract":"Abstract How should the curriculum for older school students address the transition to sustainable futures? This article seeks to answer this question by reference to the marginalisation of education for sustainability (EfS) in England after 2010; its re‐emergence around 2020, prompted largely by students' protests over climate change: and the continuing need for critical approaches that acknowledge the contested nature of sustainability. Gramsci's theory of hegemony as developed by Gilbert and Williams, is used to explain the marginalisation of EfS while Mouffe's advocacy of a green democratic revolution, shaped by a blend of eco‐socialist, post‐developmental and decolonial thought, suggests what a critical EfS should cover and why it should be linked to radical global citizenship education. Neoliberal, socially democratic and eco‐socialist discourses of sustainability and a green transition should feature in the curriculum and agonistic pedagogy should be employed to enable students to reflect and act on these and so develop their political literacy. The Curriculum for Wales can accommodate such pedagogy and an incoming Labour government in Westminster can learn from its example.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"60 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136135237","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}
Greg Vass, David Coombs, Annette Woods, Kevin Lowe
Abstract The Culturally Nourishing Schooling (CNS) project is focused on whole‐of‐learning community efforts that aim to improve the educational experiences and achievements of Aboriginal and Torres Strait Islander learners. The project supports school‐based professional learning strategies, broad school or system‐level initiatives and deep engagement with local community, including students and their families. One of the professional learning strategies in the project is a 2‐day intensive curriculum‐focused workshop, which ran for the first time in 2021 within urban, regional, and remote school settings across New South Wales, Australia. The first day of the curriculum workshop introduces teachers and local Cultural Mentors to three analytic frameworks that they utilise to appraise curriculum resources available in the public domain. The curriculum resources appraised are all examples of curriculum designed to support educators with embedding an Indigenous knowledges focused National Cross‐Curriculum Priority into their curriculum. On the second day of the workshop, teachers are tasked with appraising and revising a curriculum unit of work that they or colleagues have planned for the upcoming teaching semester. The curriculum workshop culminates with the revised teaching and learning resources being presented to the full group of workshop participants, and subsequently each teacher is asked to write a reflection about the curriculum work that they have engaged in. For this paper, data analysis draws on ‘three sensibilities’ that invite enacting a form of onto‐epistemic heterogeneity. These sensibilities are multiplicity, horizontality and dialogicality. This analytic undertaking simultaneously explores the entanglements, and grapples with the possibilities, of re‐imagining curriculum and related pedagogical practices that seek to ‘delink from the colonial matrices of power’.
{"title":"Educators engaged in curriculum work: Encounters with relationally responsive curriculum practices","authors":"Greg Vass, David Coombs, Annette Woods, Kevin Lowe","doi":"10.1002/curj.231","DOIUrl":"https://doi.org/10.1002/curj.231","url":null,"abstract":"Abstract The Culturally Nourishing Schooling (CNS) project is focused on whole‐of‐learning community efforts that aim to improve the educational experiences and achievements of Aboriginal and Torres Strait Islander learners. The project supports school‐based professional learning strategies, broad school or system‐level initiatives and deep engagement with local community, including students and their families. One of the professional learning strategies in the project is a 2‐day intensive curriculum‐focused workshop, which ran for the first time in 2021 within urban, regional, and remote school settings across New South Wales, Australia. The first day of the curriculum workshop introduces teachers and local Cultural Mentors to three analytic frameworks that they utilise to appraise curriculum resources available in the public domain. The curriculum resources appraised are all examples of curriculum designed to support educators with embedding an Indigenous knowledges focused National Cross‐Curriculum Priority into their curriculum. On the second day of the workshop, teachers are tasked with appraising and revising a curriculum unit of work that they or colleagues have planned for the upcoming teaching semester. The curriculum workshop culminates with the revised teaching and learning resources being presented to the full group of workshop participants, and subsequently each teacher is asked to write a reflection about the curriculum work that they have engaged in. For this paper, data analysis draws on ‘three sensibilities’ that invite enacting a form of onto‐epistemic heterogeneity. These sensibilities are multiplicity, horizontality and dialogicality. This analytic undertaking simultaneously explores the entanglements, and grapples with the possibilities, of re‐imagining curriculum and related pedagogical practices that seek to ‘delink from the colonial matrices of power’.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135615989","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}
Abstract Literature in English as a Foreign Language (EFL) contexts is used for language development and intercultural understanding. However, the role of literature, specifically short stories (SSs), in shaping cultural representations of the U.S. in EFL teacher preparation programs (TPPs) remains unclear. This study examines how U.S. SSs in an English TPP in Argentina portray sociocultural and racial groups and challenge colonial worldviews. Through critical discourse analysis, 21 SSs were analysed. The findings revealed that the curriculum prioritizes white dominant groups. Although there are few stories featuring people of colour and less privileged white individuals, the overall selection of SSs collectively creates a limited and outdated portrayal of U.S. society. To avoid misinterpretations, it is essential to provide additional context and contemporary stories to accurately reflect the diverse cultural landscape of the U.S., thereby challenging dominant narratives.
{"title":"Decolonizing the curricula of an English teacher preparation program: An exploration of U.S. short stories in the Global South","authors":"Marisol Massó","doi":"10.1002/curj.230","DOIUrl":"https://doi.org/10.1002/curj.230","url":null,"abstract":"Abstract Literature in English as a Foreign Language (EFL) contexts is used for language development and intercultural understanding. However, the role of literature, specifically short stories (SSs), in shaping cultural representations of the U.S. in EFL teacher preparation programs (TPPs) remains unclear. This study examines how U.S. SSs in an English TPP in Argentina portray sociocultural and racial groups and challenge colonial worldviews. Through critical discourse analysis, 21 SSs were analysed. The findings revealed that the curriculum prioritizes white dominant groups. Although there are few stories featuring people of colour and less privileged white individuals, the overall selection of SSs collectively creates a limited and outdated portrayal of U.S. society. To avoid misinterpretations, it is essential to provide additional context and contemporary stories to accurately reflect the diverse cultural landscape of the U.S., thereby challenging dominant narratives.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135995979","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}
Abstract This article reports on the design of interdisciplinary units in five International Baccalaureate schools in Norway and Denmark, each with fewer than 100 students in their Middle Years Programme. The mixed methods study describes subject combinations and time frames of 37 enacted units and 111 hypothetical interdisciplinary units, and the qualitative perspectives of nine teachers, representative of the curriculum frameworks' eight subject groups, on the contribution of these school‐based units to student learning. In the special context of schools with logistically simple staffing structures, interdisciplinary units were consistently conceived and enacted as substantial units, typically implemented over 8 weeks. Subjects were usually paired using a common Key Concept and differentiated by Related Concepts. Although framing and classification were considerations in interdisciplinary planning, the quantitative data found nearly every pairing of the subject groups was feasible. Interdisciplinary units were consistently valued by teachers for helping students connect disciplinary knowledge and developing metacognitive skills that supported their future learning, and for enriching teachers' own pedagogical practice. As a pragmatic, sustainable approach that resolves the tensions posed by assessment of disciplinary and interdisciplinary perspectives, the strategies reported in this study suggest a ‘middle way’ for countering the disciplinary fragmentation associated with junior secondary education.
{"title":"Framing, classification, and conceptual linkages: What can interdisciplinary practice in small secondary schools contribute to the curriculum conversation?","authors":"Annie Termaat","doi":"10.1002/curj.229","DOIUrl":"https://doi.org/10.1002/curj.229","url":null,"abstract":"Abstract This article reports on the design of interdisciplinary units in five International Baccalaureate schools in Norway and Denmark, each with fewer than 100 students in their Middle Years Programme. The mixed methods study describes subject combinations and time frames of 37 enacted units and 111 hypothetical interdisciplinary units, and the qualitative perspectives of nine teachers, representative of the curriculum frameworks' eight subject groups, on the contribution of these school‐based units to student learning. In the special context of schools with logistically simple staffing structures, interdisciplinary units were consistently conceived and enacted as substantial units, typically implemented over 8 weeks. Subjects were usually paired using a common Key Concept and differentiated by Related Concepts. Although framing and classification were considerations in interdisciplinary planning, the quantitative data found nearly every pairing of the subject groups was feasible. Interdisciplinary units were consistently valued by teachers for helping students connect disciplinary knowledge and developing metacognitive skills that supported their future learning, and for enriching teachers' own pedagogical practice. As a pragmatic, sustainable approach that resolves the tensions posed by assessment of disciplinary and interdisciplinary perspectives, the strategies reported in this study suggest a ‘middle way’ for countering the disciplinary fragmentation associated with junior secondary education.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135645587","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}
{"title":"Curriculum making through academic spaces","authors":"Stavroula Philippou, Mark Priestley","doi":"10.1002/curj.228","DOIUrl":"https://doi.org/10.1002/curj.228","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135015082","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}
The Curriculum JournalEarly View BOOK REVIEW Theorizing shadow education and academic success in East Asia: Understanding the meaning, value and use of shadow education by East Asian students. Edited by Young Chun Kim and Jung-Hoon Jung, New York: Routledge. 2021. pp. 278. £33.29 (ebook) £120.00 (hardback). ISBN: 9780367564605 Jun Li, Corresponding Author Jun Li [email protected] orcid.org/0000-0002-0753-6575 Comparative Education Center, Faculty of Education, The University of Hong Kong, Hong Kong, Hong KongSearch for more papers by this author Jun Li, Corresponding Author Jun Li [email protected] orcid.org/0000-0002-0753-6575 Comparative Education Center, Faculty of Education, The University of Hong Kong, Hong Kong, Hong KongSearch for more papers by this author First published: 13 September 2023 https://doi.org/10.1002/curj.227Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. REFERENCES Kim, Y. C., & Jung, J. H. (2022). Introduction: Shadow education in East Asia. In Y. C. Kim & J. H. Jung (Eds.), Theorizing shadow education and academic success in East Asia (pp. 1–12). Routledge. Kim, Y. C., Min, S., & Jo, J. (2022). The other side of learning for scores and school grades: The hidden curriculum in shadow education. In Y. C. Kim & J. H. Jung (Eds.), Theorizing shadow education and academic success in East Asia (pp. 212–233). Routledge. Silova, I. (2010). Private tutoring in Eastern Europe and Central Asia: Policy choices and implications. Compare: A Journal of Comparative and International Education, 40(3), 327–344. https://doi.org/10.1080/03057920903361926 Silova, I., & Bray, M. (2006). The hidden marketplace: Private tutoring in former socialist countries. In I. Silova, V. Budiene, & M. Bray (Eds.), Education in a hidden marketplace: Monitoring of private tutoring (pp. 71–98). Open Society Institute. Tan, C. (2019). Parental responses to education reform in Singapore, Shanghai and Hong Kong. Asia Pacific Education Review, 20(1), 91–99. https://doi.org/10.1007/s12564-018-9571-4 Early ViewOnline Version of Record before inclusion in an issue ReferencesRelatedInformation
东亚影子教育理论化与学业成功:理解东亚学生影子教育的意义、价值和运用。由Young Chun Kim和Jung- hoon Jung编辑，纽约:Routledge出版社，2021。278页。33.29英镑(电子书)120.00英镑(精装本)。ISBN: 9780367564605李军，通讯作者李军[email protected] orcid.org/0000-0002-0753-6575香港大学教育学院比较教育中心，香港香港查询本作者更多论文，通讯作者李军[email protected] orcid.org/0000-0002-0753-6575香港大学教育学院比较教育中心，香港香港查询本作者更多论文首次发表:2023年9月13日https://doi.org/10.1002/curj.227Read全文taboutpdf ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare给予accessShare全文accessShare全文accessShare请查看我们的使用条款和条件，并勾选下面的复选框共享文章的全文版本。我已经阅读并接受了Wiley在线图书馆使用共享链接的条款和条件，请使用下面的链接与您的朋友和同事分享本文的全文版本。学习更多的知识。复制URL共享链接共享一个emailfacebooktwitterlinkedinreddit微信本文无摘要参考文献Kim, yc， & Jung, j.h.(2022)。导言:东亚的影子教育。《影子教育与东亚地区学术成就的关系》，载于金玉昌、郑家辉主编，第1-12页。劳特利奇。金玉成，闵，S.，和Jo, J.(2022)。为分数和成绩而学习的另一面:影子教育中的隐性课程。《影子教育与东亚学术成就的理论研究》(第212-233页)。劳特利奇。Silova, I.(2010)。东欧和中亚的私人辅导:政策选择和影响。《比较与国际教育》，2004(3)，327-344。https://doi.org/10.1080/03057920903361926 Silova, I.， & Bray, M.(2006)。隐藏的市场:前社会主义国家的私人辅导。在I. Silova, V. Budiene， & M. Bray(编)，教育在一个隐藏的市场:监测私人辅导(第71-98页)。开放社会研究所。Tan, C.(2019)。新加坡、上海和香港家长对教育改革的反应。亚太教育评论，20(1)，91-99。https://doi.org/10.1007/s12564-018-9571-4早期视图记录在包含问题之前的在线版本参考信息
{"title":"Theorizing shadow education and academic success in East Asia: Understanding the meaning, value and use of shadow education by East Asian students. Edited by Young ChunKim and Jung‐HoonJung, New York: Routledge. 2021. pp. 278. £33.29 (ebook) £120.00 (hardback). ISBN: 9780367564605","authors":"Jun Li","doi":"10.1002/curj.227","DOIUrl":"https://doi.org/10.1002/curj.227","url":null,"abstract":"The Curriculum JournalEarly View BOOK REVIEW Theorizing shadow education and academic success in East Asia: Understanding the meaning, value and use of shadow education by East Asian students. Edited by Young Chun Kim and Jung-Hoon Jung, New York: Routledge. 2021. pp. 278. £33.29 (ebook) £120.00 (hardback). ISBN: 9780367564605 Jun Li, Corresponding Author Jun Li [email protected] orcid.org/0000-0002-0753-6575 Comparative Education Center, Faculty of Education, The University of Hong Kong, Hong Kong, Hong KongSearch for more papers by this author Jun Li, Corresponding Author Jun Li [email protected] orcid.org/0000-0002-0753-6575 Comparative Education Center, Faculty of Education, The University of Hong Kong, Hong Kong, Hong KongSearch for more papers by this author First published: 13 September 2023 https://doi.org/10.1002/curj.227Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. REFERENCES Kim, Y. C., & Jung, J. H. (2022). Introduction: Shadow education in East Asia. In Y. C. Kim & J. H. Jung (Eds.), Theorizing shadow education and academic success in East Asia (pp. 1–12). Routledge. Kim, Y. C., Min, S., & Jo, J. (2022). The other side of learning for scores and school grades: The hidden curriculum in shadow education. In Y. C. Kim & J. H. Jung (Eds.), Theorizing shadow education and academic success in East Asia (pp. 212–233). Routledge. Silova, I. (2010). Private tutoring in Eastern Europe and Central Asia: Policy choices and implications. Compare: A Journal of Comparative and International Education, 40(3), 327–344. https://doi.org/10.1080/03057920903361926 Silova, I., & Bray, M. (2006). The hidden marketplace: Private tutoring in former socialist countries. In I. Silova, V. Budiene, & M. Bray (Eds.), Education in a hidden marketplace: Monitoring of private tutoring (pp. 71–98). Open Society Institute. Tan, C. (2019). Parental responses to education reform in Singapore, Shanghai and Hong Kong. Asia Pacific Education Review, 20(1), 91–99. https://doi.org/10.1007/s12564-018-9571-4 Early ViewOnline Version of Record before inclusion in an issue ReferencesRelatedInformation","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135781793","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}
Abstract With global trends focussed on standardisation of curriculum and increased teacher accountability, it has become commonplace for curriculum to be viewed simplistically as a product. While all teachers engage in forms of classroom curriculum‐making, questions remain as to what this looks like within an educational landscape that continues to portray teaching as a purely technical activity. This paper explores two Australian early career primary teachers' experiences of curriculum‐making, drawing attention to the enabling and constraining conditions which shape such experiences. We consider the impact of these enabled and constrained experiences on early career teachers' aspirations and ongoing development as knowledge‐led curriculum‐makers. We contend that such constrained experiences limit opportunities for early career teachers to develop professional identities as knowledge‐led curriculum‐makers and continue to reinforce unhelpful representations of teachers as ‘technicians’.
{"title":"Early career primary teachers' curriculum‐making experiences: Enablers and constraints to knowledge‐led forms of curriculum‐making","authors":"Phillip Poulton, Nicole Mockler","doi":"10.1002/curj.225","DOIUrl":"https://doi.org/10.1002/curj.225","url":null,"abstract":"Abstract With global trends focussed on standardisation of curriculum and increased teacher accountability, it has become commonplace for curriculum to be viewed simplistically as a product. While all teachers engage in forms of classroom curriculum‐making, questions remain as to what this looks like within an educational landscape that continues to portray teaching as a purely technical activity. This paper explores two Australian early career primary teachers' experiences of curriculum‐making, drawing attention to the enabling and constraining conditions which shape such experiences. We consider the impact of these enabled and constrained experiences on early career teachers' aspirations and ongoing development as knowledge‐led curriculum‐makers. We contend that such constrained experiences limit opportunities for early career teachers to develop professional identities as knowledge‐led curriculum‐makers and continue to reinforce unhelpful representations of teachers as ‘technicians’.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135830962","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}
Abstract Across the world, countries have engaged in different iterations of curriculum change, and one of the common denominators of reform is the proposal of more agency for teachers around curriculum making. This is not an easy task for teachers. The purpose of this paper is to contribute to the discussion about the effects that international ERASMUS+ mobilities have had on the power of curricular agency of teachers from two European countries . This work is based on an empirical investigation of a qualitative nature which collected the testimonies of four school headmasters, a deputy principal and eleven teachers from Ireland and Portugal, teaching different curriculum matters, who were involved in the ERASMUS+ programme. Our findings evidence a very positive impact on secondary teachers' capacity to self‐organize and achieve agency in relation to curriculum making by adapting their knowledge and skills, learnt through the mobility, to their own culture and context through collaborative communities of practice.
{"title":"The effects of international mobility on teachers' power of curriculum agency","authors":"Ana Mouraz, Audrey Doyle, Isabel Serra","doi":"10.1002/curj.226","DOIUrl":"https://doi.org/10.1002/curj.226","url":null,"abstract":"Abstract Across the world, countries have engaged in different iterations of curriculum change, and one of the common denominators of reform is the proposal of more agency for teachers around curriculum making. This is not an easy task for teachers. The purpose of this paper is to contribute to the discussion about the effects that international ERASMUS+ mobilities have had on the power of curricular agency of teachers from two European countries . This work is based on an empirical investigation of a qualitative nature which collected the testimonies of four school headmasters, a deputy principal and eleven teachers from Ireland and Portugal, teaching different curriculum matters, who were involved in the ERASMUS+ programme. Our findings evidence a very positive impact on secondary teachers' capacity to self‐organize and achieve agency in relation to curriculum making by adapting their knowledge and skills, learnt through the mobility, to their own culture and context through collaborative communities of practice.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135981091","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}
Drawing on conceptualisations of space, we explored the ways three beginning teachers in England experienced and developed agency during the first three years of their careers. We completed a series of interviews with the same three teachers during their year of Initial Teacher Education and subsequent two years as Early Career Teachers; a total of 15 interviews over three years). Our findings demonstrated that the key barrier to agency beginning teachers experienced was a rigid curriculum, with reduced opportunities for innovation at a classroom and/or department level. Participants highlighted enablers of agency including demonstrations of professional trust; opportunities to develop their pedagogies and subject knowledge and their own recognition of the temporal and dynamic nature of agency. Through engaging with conceptualisations of space, we have shown how some teachers were able to identify spaces of agency, move between different spaces of agency and even create spaces of agency where none previously existed. We argue that in addition to the widely understood emergent, dynamic, and temporal facets, conceptualisations of teacher agency as a phenomenon can be extended through the lens of space. Space helps us understand agency as a messy entanglement of the cultural, material, and relational conditions and qualities of agency made explicit in the ecological approach. Through space, we can explore these entanglements as multiple, non‐linear, loose connections which teachers bring together when they achieve agency. We contend that the lens of space may support more nuanced understandings of teacher agency in research and policymaking worldwide.
{"title":"Space as a lens for teacher agency: A case study of three beginning teachers in England, UK","authors":"E. Rushton, Amy Bird","doi":"10.1002/curj.224","DOIUrl":"https://doi.org/10.1002/curj.224","url":null,"abstract":"Drawing on conceptualisations of space, we explored the ways three beginning teachers in England experienced and developed agency during the first three years of their careers. We completed a series of interviews with the same three teachers during their year of Initial Teacher Education and subsequent two years as Early Career Teachers; a total of 15 interviews over three years). Our findings demonstrated that the key barrier to agency beginning teachers experienced was a rigid curriculum, with reduced opportunities for innovation at a classroom and/or department level. Participants highlighted enablers of agency including demonstrations of professional trust; opportunities to develop their pedagogies and subject knowledge and their own recognition of the temporal and dynamic nature of agency. Through engaging with conceptualisations of space, we have shown how some teachers were able to identify spaces of agency, move between different spaces of agency and even create spaces of agency where none previously existed. We argue that in addition to the widely understood emergent, dynamic, and temporal facets, conceptualisations of teacher agency as a phenomenon can be extended through the lens of space. Space helps us understand agency as a messy entanglement of the cultural, material, and relational conditions and qualities of agency made explicit in the ecological approach. Through space, we can explore these entanglements as multiple, non‐linear, loose connections which teachers bring together when they achieve agency. We contend that the lens of space may support more nuanced understandings of teacher agency in research and policymaking worldwide.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88152655","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}
In the study presented in this article, the aim is to further the understanding regarding the differences between pupils (aged 15–16) from schools with low or high socio‐economic status (SES), regarding the amount and diversity of content knowledge in history that they have acquired by the end of compulsory schooling. Following a definition of historical content knowledge, we situate the concept in relation to other aspects of the history school subject. This is done to visualize historical content knowledge's central role in more complex aspects of the subject. The empirical material used in the study is pupils' responses on both selected and constructed response items on the Swedish national test in history. In the study, a combination of qualitative and quantitative approaches is used. The results show not only that pupils in low‐SES schools provide fewer examples of historical content knowledge. We can also establish that the historical content knowledge of pupils from high‐SES schools represents several perspectives while there are few perspectives present in the responses from pupils in low‐SES schools. The results are used to discuss how the differences between pupils in low‐ and high‐SES schools may affect their possibilities for educational success and active participation in society.
{"title":"Historically restricted or historically empowered? Differences in access to historical content knowledge between low‐ and high‐SES pupils","authors":"David Rosenlund, Magnus Persson","doi":"10.1002/curj.223","DOIUrl":"https://doi.org/10.1002/curj.223","url":null,"abstract":"In the study presented in this article, the aim is to further the understanding regarding the differences between pupils (aged 15–16) from schools with low or high socio‐economic status (SES), regarding the amount and diversity of content knowledge in history that they have acquired by the end of compulsory schooling. Following a definition of historical content knowledge, we situate the concept in relation to other aspects of the history school subject. This is done to visualize historical content knowledge's central role in more complex aspects of the subject. The empirical material used in the study is pupils' responses on both selected and constructed response items on the Swedish national test in history. In the study, a combination of qualitative and quantitative approaches is used. The results show not only that pupils in low‐SES schools provide fewer examples of historical content knowledge. We can also establish that the historical content knowledge of pupils from high‐SES schools represents several perspectives while there are few perspectives present in the responses from pupils in low‐SES schools. The results are used to discuss how the differences between pupils in low‐ and high‐SES schools may affect their possibilities for educational success and active participation in society.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84338317","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}
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