Details

Autor(en) / Beteiligte

• Green, Bill,
• Roberts, Philip,
• Brennan, Marie,

Titel

Curriculum challenges and opportunities in a changing world : transnational perspectives in curriculum inquiry

Ort / Verlag

Cham, Switzerland : Palgrave Macmillan,

Erscheinungsjahr

[2021]

Link zum Volltext

• SpringerLink Books - AutoHoldings

Beschreibungen/Notizen

• Intro -- Contents -- Notes on Contributors -- List of Tables -- 1 Transnational Curriculum Inquiry in a Changing World -- Introduction -- The Melbourne Conference-Continuing the IAACS Project -- Transnational Curriculum Inquiry? -- The Book, the Reader and a Final Note -- References -- Part I Decolonising the Curriculum -- 2 Development, Decolonisation and the Curriculum: New Directions for New Times? -- Introduction -- Decolonisation and Decoloniality -- Transformation by Detachment -- Transformation by Inclusion -- Education by Enlargement -- Education by Critical Appropriation -- Conclusion -- References -- 3 Smoke and Mirrors: Indigenous Knowledge in the School Curriculum -- Introduction: Researching Indigenous Knowledge in the School Curriculum -- 'Working the Ruins' of Curriculum Theory: Responding to Michael Young (Young 2013) -- Māori Knowledge in the School Curriculum -- Conclusion -- References -- 4 The Mestizo Latinoamericano as Modernity's Dialectical Image: Critical Perspectives on the Internationalization Project in Curriculum Studies -- Introduction -- The Critique of Modernity and the Mestizo Latinoamericano -- The Critique of Modernity/Coloniality and Decolonization of Academic Fields: Curriculum Studies as an Internationalization Conversation -- References -- 5 Refusing Reconciliation in Indigenous Curriculum -- Introduction -- Settler Colonialism and Reconciliation in Indigenous Education -- The Coherence of Indigenous Onto-Epistemologies in Curriculum -- Conclusion -- References -- Part II Knowledge Questions and Curriculum Dilemmas -- 7 Bringing Content Back in: Perspectives from German Didaktik, American Curriculum Theory and Chinese Education -- 'Bringing Knowledge Back In': The Social Realist School -- Beyond the Social Realist School -- Bildung-Centred Didaktik -- Schwab's Curriculum Thinking -- Convergence and Divergence.
• Resonance with Chinese Educational Thinking -- Concluding Remarks -- References -- 8 Knowledge Beyond the Metropole: Curriculum, Rurality and the Global South -- The Metropole -- Modernity and Rurality -- Towards a Rural Epistemology -- Knowledge and the Rural -- A Generalisable Australian Curriculum Case -- History of Disciplines -- Curriculum and Rural Schools -- References -- 9 Curriculum Making as Design Activity -- Design -- Design Problems -- The 'Wicked' Curriculum -- Designing Curriculum -- Interpretive Framing -- Designing for Deep Meaning -- Co-Designing with Users -- Conclusion -- References -- 10 Curriculum-Didaktik and Bildung: A Language for Teaching? -- Introduction -- Teaching Content -- Autonomy for Teaching -- Rethinking Bildung -- Conclusion -- References -- 11 Ethical Vexations that Haunt 'Knowledge Questions' for Curriculum -- Introduction: Knowledge-and-Ethics Questions for Curriculum -- Fetishising Disciplinary Knowledge: National Curricula and Social Realism -- Anointing Discipline-Based Knowledge as 'Best/Same for All' -- Conjuring a 'Sacred' Impartiality of Disciplinary Knowledge Networks -- Epistemic and Ethical Challenges to Discipline-Only Justifications -- Breathing Life Back In: A More Robustly Ethical Epistemology -- Vygotsky's Two-Way Knowledge Dialectic: Life-Based Discipline-Based -- Community-Based Funds of Knowledge as Rich Curriculum Assets -- Bringing Robust Ethics to the Fore -- Redistributing Capital's Logic: Ethical Vexations -- Cultural Capital: A Haunting Absent-Presence in SR and FK Approaches -- Delpit's Curricular Both/And: Redistributing CC While Honouring Lived Cultures -- Grappling with Capital's Logic: Acute (In)justice Tensions -- Conclusion: Summoning Strong Ethics to Pursue (Im)possible Justice -- References -- Part III Nation, History, Curriculum.
• 12 Curriculum History and Progressive Education in Australia: A Prolegomenon -- Introduction: History, 'Progressivism', and Transnational Curriculum Inquiry -- Curriculum History in Australia -- or, Thinking Curriculum Historically -- Looking Elsewhere -- A Post-Linguistic Turn? -- The 'Progressivist' Project in Australian Education -- A Discourse-Theoretical Perspective -- A Concluding Note-Curriculum History in, and beyond, the Nation -- References -- 13 Curriculum and Literacy Policies in a Context of Curriculum Centralization: The Case of Brazil -- Introduction -- Teacher Training and Curriculum: Under Erasure? -- Investigative Paths -- Training Teachers, Producing Curriculum -- Final Considerations -- References -- 14 Relocating Curriculum and Reimagining Place under Settler Capitalism -- Introduction -- Bhabha and the Location of Culture -- Locating Knowledge -- Communication and/in Space -- Curriculum in Trouble: From Cyborgs to Compost -- Latour's Terrestrial Turn -- Conclusion: Place, Compost, Earth -- References -- 15 Reconceptualizing the Multilingual Child: Curriculum Construction in Luxembourg -- What's in a 'Curriculum'? -- The Idea of a Luxembourg 'Mixed Culture' -- Conclusion -- References -- Part IV Curriculum Challenges for the Future -- 16 Distal Confabulation and Transnational Literacy: Complicating "Complicated Conversation" in Curriculum Inquiry -- Introduction -- Transnational Literacy -- Idiomatic Articulations and Ecologies of Knowledge -- Conclusion -- References -- 17 Curriculum for Teacher Formation: Antagonism and Discursive Interpellations -- Introduction: Interpellations of Pedagogical Discourse to Curriculum Policies -- The Reflective Teacher/Epistemology of Teaching Practice and Knowledge -- The Teacher as Agent for Social Change -- Skills and Abilities: Promoting Know-How in Doing, Being and Learning.
• Conclusions: Controlling the Teacher Professionalization Debate -- References -- 18 Curriculum Design in the Anthropocene: Challenges to Human Intentionality -- Introduction: Troubling Curriculum Design and the Designer -- A Feminist Critique -- The Designer's Trajectory in Curriculum Studies -- Strategic Reading in Posthumanism and New Materialism -- Moving Beyond Humanism: Rosi Braidotti -- Meeting the Universe Halfway: Karen Barad -- Revitalised Curriculum Scholarship: Further Links -- Curriculum Inquiry for the Anthropocene: A Poem -- Teamwork -- Conclusion: Back from the Brink of the Unthinkable -- References -- 19 From the Fossil Curriculum to the Post-Carbon Curriculum: Histories and Dilemmas -- The Growth of the Fossil Curriculum -- The Great Acceleration -- The Greening of the Curriculum -- From Green Teaching to Education for Sustainability -- Environmental Waves -- An Example: Auckland -- Conclusion -- References -- 20 Afterword -- References -- Index.
• Description based on print version record.