Zheng Zhang, R. Heydon, L. Chen, L. Floyd, Hanaa Ghannoum, Susan Ibdah, Ayman Massouti, Jeff Shen, Hisham Swesi
Households with school‐aged children worldwide were affected by school closures caused by COVID‐19. Using a sociomaterial orientation and collective biography methodology, this study examined the household curricula of diverse families in Ontario, Canada with children in pre‐school through Grade 12. It found two distinct curricular phases to the pandemic, each with its own networked constituents, movements, and effects. Phase I involved learning at home during the lockdown in Spring and Summer 2020;Phase II involved online and face‐to‐face learning in the Fall of 2020. The constituents involved in curriculum making in Phase I were expansive and unexpected. Multiple timescales, modes, languages, and knowledge disciplines assembled to (re)configure households as learning spaces that produced novel opportunities for children's knowing, doing, and being. The makeup and movements of the Phase II assemblages were more of a return to the normalized boundaries of implemented school curricula that demarcated subject areas, languages, learning/play, learning/assessment, and body/mind. Concerned with questions of equity in/through curriculum, this study suggests a curriculum paradigm that foregrounds learners' and teachers' engagement with sociomaterial lifeworlds and their ethical relationship building with the more‐than‐human and the world. [ FROM AUTHOR] Copyright of Curriculum Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
{"title":"Household curricula during the\u0000 COVID\u0000 ‐19 pandemic: A collective biography","authors":"Zheng Zhang, R. Heydon, L. Chen, L. Floyd, Hanaa Ghannoum, Susan Ibdah, Ayman Massouti, Jeff Shen, Hisham Swesi","doi":"10.1002/curj.206","DOIUrl":"https://doi.org/10.1002/curj.206","url":null,"abstract":"Households with school‐aged children worldwide were affected by school closures caused by COVID‐19. Using a sociomaterial orientation and collective biography methodology, this study examined the household curricula of diverse families in Ontario, Canada with children in pre‐school through Grade 12. It found two distinct curricular phases to the pandemic, each with its own networked constituents, movements, and effects. Phase I involved learning at home during the lockdown in Spring and Summer 2020;Phase II involved online and face‐to‐face learning in the Fall of 2020. The constituents involved in curriculum making in Phase I were expansive and unexpected. Multiple timescales, modes, languages, and knowledge disciplines assembled to (re)configure households as learning spaces that produced novel opportunities for children's knowing, doing, and being. The makeup and movements of the Phase II assemblages were more of a return to the normalized boundaries of implemented school curricula that demarcated subject areas, languages, learning/play, learning/assessment, and body/mind. Concerned with questions of equity in/through curriculum, this study suggests a curriculum paradigm that foregrounds learners' and teachers' engagement with sociomaterial lifeworlds and their ethical relationship building with the more‐than‐human and the world. [ FROM AUTHOR] Copyright of Curriculum Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89057446","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":"Teachers' experiences of support for curriculum making a new subject, psychology","authors":"Karen Marangio, Ellen Heyting","doi":"10.1002/curj.203","DOIUrl":"https://doi.org/10.1002/curj.203","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"79 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84084013","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":"Mapping mathematical competences across subjects for advanced level qualifications in England","authors":"Jennifer Norris, A. Noyes","doi":"10.1002/curj.204","DOIUrl":"https://doi.org/10.1002/curj.204","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82384727","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":"The policy and practice of mathematics mastery: The effects of neoliberalism and neoconservatism on curriculum reform","authors":"Nick Pratt, Julie Alderton","doi":"10.1002/curj.202","DOIUrl":"https://doi.org/10.1002/curj.202","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79868729","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}
Enock Swanzy-Impraim, J. Morris, Geoffrey W. Lummis, Andrew Jones
{"title":"Exploring creative pedagogical practices in secondary visual arts programmes in Ghana","authors":"Enock Swanzy-Impraim, J. Morris, Geoffrey W. Lummis, Andrew Jones","doi":"10.1002/curj.201","DOIUrl":"https://doi.org/10.1002/curj.201","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82915212","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":"Teachers as curriculum designers: What knowledge is needed?","authors":"Sílvia de Almeida, Joana Viana","doi":"10.1002/curj.199","DOIUrl":"https://doi.org/10.1002/curj.199","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88521339","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":"‘Different people, different backgrounds, different identities’: Filling the vacuum created by policy views of ‘cultural capital’","authors":"Gareth Bates, Steve Connolly","doi":"10.1002/curj.198","DOIUrl":"https://doi.org/10.1002/curj.198","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87485794","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":"Decolonial and anti‐racist perspectives in teacher training and education curricula in England and Wales","authors":"H. Gandolfi, E. Rushton","doi":"10.1002/curj.200","DOIUrl":"https://doi.org/10.1002/curj.200","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82592915","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":"Powerful disciplinary boundary crossing: Bernsteinian explorations of the problem of knowledge in interdisciplinarity","authors":"Xuelong Hu","doi":"10.1002/curj.195","DOIUrl":"https://doi.org/10.1002/curj.195","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85702586","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}
Claire Stewart-Hall, Penny Rabiger, V. Lander, Viv Grant
{"title":"Resisting whiteness: Anti‐racist leadership and professional learning in majority white senior leadership teams in English schools","authors":"Claire Stewart-Hall, Penny Rabiger, V. Lander, Viv Grant","doi":"10.1002/curj.196","DOIUrl":"https://doi.org/10.1002/curj.196","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82440950","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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