This second research paper on science education in Māori‐medium school contexts complements an earlier article published in this journal (Stewart, 2005). Science and science education are related domains in society and in state schooling in which there have always been particularly large discrepancies in participation and achievement by Māori. In 1995 a Kaupapa Māori analysis of this situation challenged New Zealand science education academics to deal with ‘the Māori crisis’ within science education. Recent NCEA results suggest Pūtaiao (Māori‐medium Science) education, (...) for which a national curriculum statement was published in 1996, has so far increased, rather than decreased, the level of inequity for Māori students in science education. What specific issues impact on this lack of success, which contrasts with the overall success of Kura Kaupapa Māori, and how might policy frameworks and operational systems of Pūtaiao need to change, if better achievement in science education for Māori‐medium students is the goal? A pathway towards further research and development in this area is suggested. (shrink)

The aim of this paper is to examine the current state of development of Mäori science curriculum policy, and the roles that various discourses have played in shaping these developments. These discussions provide a background for suggestions about a possible future direction, and the presentation of a new concept for Mäori science education.

The main burden of this paper is to point up what are considered to be serious shortcomings in Barrow's [1] argument that the ‘philosophically competent’ head should control a school's curriculum policy. At the same time, whilst exigencies of space prohibit a comprehensive defence of ‘participatory decision-making’ and its pertinence for schools [2], it will be argued that curriculum policy is best controlled by governing bodies of the type proposed by the Taylor Committee [3], given, of (...) course, that such bodies must operate within a framework of national and local authority policy. (shrink)

Radical curriculum policy transformations are emerging as a key strategy of universities across different countries as they move to strengthen their competitive position in a global knowledge era. This paper puts forward a ?global case study? research agenda in the under-researched area of university curriculum policy. The particular curriculum policies to be investigated point to potentially new forms of liberal education, and they resonate in varying degrees with contemporary patterns in Europe as well as longer (...) standing patterns in the United States. This research agenda stands to make a unique contribution with its ?whole curriculum? approach to: the examination of the relationship between curriculum content, pedagogy and assessment; the tracking of curriculum policy borrowing across different jurisdictions extending between global and local levels; and the investigation of historical antecedents of contemporary curriculum policy patterns. In particular, the proposed agenda features a rare combination of spatial and temporal dimensions of university curriculum policy flows. This research agenda will provide a strong empirical evidence base for extending theory building about university curriculum policy development, as well as policy ?learning? for policy makers, practitioners and scholars ? globally. (shrink)

Latin is currently being trialled as a subject in 40 state secondary schools in England. This paper focuses on one of the justifications of this trial: that teaching Latin in state secondary schools provides students with cultural capital which in turn counters social injustice. By taking the example of Latin as a starting point, I reach two conclusions about cultural capital. The first is that providing students with cultural capital can be good for some individuals, and so justified on a (...) case-by-case basis depending on context. However, this justification does not hold for curriculum policy making. My second conclusion is that in the long term, pursuing cultural capital as part of curriculum policy exacerbates the social injustices it purports to address. Wherever an activity is introduced for the sake of cultural capital rather than its educational value, educationally valuable activities risk being pushed off the curriculum, potentially degrading the educational value of the curriculum. In the case of teaching Latin, it may provide benefits to particular students, but as part of curriculum policy it risks exacerbating social injustices and undermining the educational value of school curricula. Going beyond the place of Latin on the curriculum, I argue that all appeals to cultural capital provide a poor basis for curriculum policy making. (shrink)

This paper applies Oakeshott’s distinction between work and play to his philosophy of language education. The first part explores his critique of the vocational rationale for learning foreign languages and his affirmation of the intrinsic value or playful character of the activity. The second part of the article endeavours to give practical content to Oakeshott’s vision of studying language for the pleasure of the activity by drawing on sources that reflect the character of the experience in terms of playfulness.

The 1988 Education Reform Act legislated for a statutory curriculum in state-funded schools in England and Wales. This study explores how, out of a common curriculum framework for both countries, there emerged a school curriculum that was adapted to the distinctiveness of the linguistic and cultural context in Wales. The roles of those most closely involved in policy development in Wales are examined as is the relationship between the 'national' and 'territorial' arenas of policy-making in (...) the months leading up to publication of the Education Reform Bill in November 1987. It is argued that a pragmatic approach to policy development in Wales during that period laid the foundations both for a reworking of the 1988 curriculum framework during the 1990s and for potentially more radical change following the 2002 Education Act. (shrink)

This paper critically evaluates the Hong Kong government's recent attempt to introduce cross-curricular themes into the school curriculum. It is agued that the policy failed to have a significant impact because many of its key elements defined the themes as marginal and dispensable. Moreover, the policy embodied a discourse which portrayed teachers as empowered and, consequently, as the primary source of problems of its implementation.

Curriculum Development in the Postmodern Era provided the first introduction and analysis of contemporary concepts of curriculum development in relation to postmodernism. It challenged educators to transcend purely traditional approaches to curriculum development and instead incorporate various postmodern discourses into their reflection and action in schools. Since publication in 1995, the curriculum studies field has exploded, the very notion of the postmodern has shifted, and the landscape of American schooling has changed dramatically-federal policies like No Child (...) Left Behind have dramatically increased the focus on accountability and consequently what and how teachers teach. The need to understand curriculum in relation to global religions, ethnic relations, multicultural communities, and socio-political interest groups has been magnified. Controversial issues such as biology, gender roles, academic freedom, religion and prayer in schools, gay straight alliances, GLBT literature in the curriculumstudies is theorized. In this much-anticipated and thoroughly updated edition, noted curriculum studies scholar Patrick Slattery tackles these and other issues to reflect on the current state of curriculum development and on where the field may go from here. (shrink)

It is reported that medical students both in the U.S. and Poland have experience of interacting with pharmaceutical company representatives (pharma reps) during their school years. Studies have warned that the interaction typically initiated by the pharma reps’ general gift-giving eventually leads to the quid pro quo relationship between the pharma company and the future doctors, the result of which is that the doctors will prescribe their patients drugs in favor of the pharma company. Built upon the existing finding, this (...) research engages in analysis with three foci. The first is to compare attitudinal differences of the American and Polish medical students as they interact with pharma reps. Second, it investigates the role of the different economic and cultural elements (respectively in the U.S. and Poland) in the students’ attitudinal differences. Last, it suggests that the medical schools in both countries should have strict policies and effective education curriculum to help their students better prepare to interact ethically with pharma reps. Since there has been no direct comparative cultural analysis of this kind which is known in a published literature or report, the authors believe that the paper will serve as a catalyst for further research in the area. (shrink)

This article describes implementation of a longitudinal curriculum in public health law, building on doctrinal coursework with skills-based coursework and opportunities for interdisciplinary, community-based engagement and service learning. It specifically describes development of a Policy Practicum, giving an example of how law students can learn policy skills and skills of effective community coalition work through a healthy homes partnership, highlighting areas where the curriculum can incorporate interdisciplinary education. It offers lessons learned during the curriculum-building process, (...) and concludes with a more intensive service-learning strategy through the development of a Policy Lab. (shrink)

Based on anthropological fieldwork among protesters against the Covid policy in Germany, this paper elaborates the symmetry of accusations made against each other by proponents and opponents of the state-imposed protection measures against the backdrop of an asymmetrical distribution of power. The social dynamics that emerged during the pandemic are often understood as the result of a knowledge controversy that most participants thus categorize as a media problem. A key finding of my research on protests against the German Covid (...) policy is that, as in my research on the controversy over mediumism, the controversy is about the agency of human and nonhuman actors and carried out to a great extent based on the same values on both sides, which at the same time accuse each other of not conforming to these values. The protesters are part of a heterogeneous minority that in large parts embodies the values of the majority and, in a way, exceeds them, i.e., a minority that is hypercritical and has extreme expectations about the values of the majority society – in this case: of solidarity, science, transparency, rationality, and coherence. From its marginal position, the minority develops a canny eye for the unfulfilled promises of the majority: its contradictions and conscious or unconscious double standards are perceived as bigotry against the backdrop of the aspiration to absence of contradiction. Therefore, this minority suspects that the motivations and goals behind the measures taken are other than just the protection of health, while the majority in turn see the minority’s commitment to society and democracy as (self-)deception and also suspect hidden motives and actors behind it. This mutual suspicion leads to a hysterical state of doubt and distrust, which is rooted in the nature of mediality. (shrink)

. The inservice curriculum for teachers : A review of policy, control and balance. British Journal of Educational Studies: Vol. 40, No. 4, pp. 379-399.

_Expanding Curriculum Theory, Second Edition_ carries through the major focus of the original volume—to reflect on the influence of Deleuze and Guattari’s concept of "lines of flight" and its application to curriculum theorizing. What is different is that the lines of flight have since shifted and produced expanded understandings of this concept for curriculum theory and for education in general. This edition reflects the impact of events that have contributed to this shift, in particular the logic of (...) school policy changes and reforms in the past decade, and the continued explosion of social media and its effect on the collective understanding of how both "knowledge" and "education" work as forms of repression. The introduction updates the text and puts it into current debates in the field and in the larger socio-economic milieu. New dis/positions are presented that explore central questions circulating within and outside curriculum studies. Exciting scholarship on a range of topics includes notions of desire and commodities, youth culture and violence, new directions in curriculum theory, Eco-Ethical consciousness, new Deleuzian views of normality, the diffusion of technology and lines of flight in transnational curriculum inquiry. (shrink)

In this article I begin by discussing the persistent problem of relations between educational inequality and the attainment gap in schools. Because benefits accruing from an education are substantial, the ‘gap’ leads to large disparities in the quality of life many young people can expect to experience in the future. Curriculum knowledge has been a focus for debate in England in relation to educational equality for over 40 years. Given the contestation surrounding views about curriculum knowledge and equality (...) I consider the thinking of two philosophers, Jacques Derrida and Emmanuel Levinas, and their work on justice, to trouble the curriculum framework and discourse of knowledge promoted through the policy text of The Importance of Teaching: The Schools White Paper (2010) and later associated policy reforms to the General Certificate of Secondary Education (GCSE) curriculum in England. The Schools White Paper aims to make the curriculum more challenging to students by introducing tight controls in terms of the assessment framework and curriculum knowledge. I argue that, when considered through Derrida's perspective on language and meaning and Levinas' view on the ethical responsibility for the other, the reforms present obstacles to the search for a just curriculum. I look to the work of Sharon Todd and Paul Standish for a re-imagination of curriculum as or through relations in the light of Derrida's and Levinas' philosophies. (shrink)

This book engages with the dynamic intersection of several domains such as philosophy, psychology, sociology, and pedagogy, in order to critically analyze and reinvent our understanding of curriculum. The chapters raise important questions such as: what are the conditions of possibility for a living curriculum in which Eros and intellect (or reason and intuition) are not separated? How is it possible to escape ideology that keeps us bound to defunct categories? What are the ingredients of an inquiry that (...) is able to grasp curriculum as an expanding interpersonal movement? How do the teacher-learner ensemble get creatively constituted beyond obstructive dualities? How can we reinvent meaning in curriculum without totalization? Which indigenous understandings can be recovered in order to reinvent curriculum with greater relevance for diverse peoples? This volume addresses elements of reason, nonreason, becoming, dissipation, violence, uncertainty, transcendence, love, and death in order to come to a critical understanding of the relationship between knowledge and knower from these multiple perspectives. (shrink)

At the beginning of 2020, to stop the spread of the coronavirus disease to the campus, the Ministry of Education of China launched a policy “Suspension of classes without suspending schooling” for the spring semester of 2020. However, the drawbacks of online teaching forced us to modify teaching strategies during this special period, especially developing courses that are suitable for student learning at home and improving their key competencies. In order to solve these problems, this study introduces some theoretical (...) exploration and practical work of curriculum design under the guidance of thinking-based instruction theory during the pandemic. We firstly introduce TBIT, and elaborate on the curriculum design under the TBIT theoretical frame. Then we describe a series of TBIT-based micro-courses with the pandemic as background. A descriptive study is reported to illustrate the effects of three micro-courses. Results showed that, compared to national curricula, the TBIT-based micro-courses not only improved the course quality but also enhanced students’ motivation and facilitated their online learning behavior for the online courses. The current study has important implications for how to design effective and interesting online courses suitable under pandemic and capable of improving students’ thinking abilities and key competencies. (shrink)

To what extent does the construction of any curriculum framework have to contain axiological assumptions? Educators have been made aware of tacit epistemological assumptions underlying existing curricular frameworks by the continual demands for their revision. Eisner suggested that curriculum policy should be centred around imagination; economic rationalists have suggested that it be made more functional and accountable than traditional university disciplines allow for. Is it possible, as Efland suggests, to combine competing traditional ideologies of education in a (...) complex postmodern pastiche which can nonetheless provide standards of assessment and evaluation without presuming a grand narrative? Brown suggests not. This paper examines the challenge of maintaining principled standards and recognising postmodern relativities, making particular reference to the notion of the sublime and the arts curriculum. (shrink)

Medium-sized language communities face competition between local and global languages such as Spanish, Russian, French and, above all, English. The various regions of Spain where Catalan is spoken, Denmark, the Czech Republic, and Lithuania show how their medium-sized languages (a term used to distinguish them as much from minority codes as from more widely-spoken codes) coexist alongside or struggle with their big brothers in multilingual families. This comparative analysis offers unique insight into language contact in present-day Europe.

Revealing the general status quo of teacher curriculum leadership has great theoretical, policy, and practical significance. However, large-scale empirical investigations in this area are rare, and there is even less attention to the current situation of rural teacher curriculum leadership. Based on the survey of 2,966 rural teachers in 20 provinces of China, this paper presented the status quo of rural teacher curriculum leadership and examined influencing factors through multiple linear regression analysis. It was found that (...) curriculum leadership of rural teachers was at a low level with backward leadership views, lack of practical ability, and low sense of identity. Regression analysis demonstrated that individual field factors had a significant impact on teachers’ curriculum leadership. Specifically, the higher the teachers’ leadership willingness, trust in others, and self-efficacy, the higher the curriculum leadership. The school field was also an important influential aspect. In particular, the formation of a common vision and teacher community by the school and the appropriate empowerment of the principal had a significant positive impact on the curriculum leadership of rural teachers. Based on these key findings, several improvement suggestions are put forward at the end, which can be used as references for other countries to develop improvement plans on rural teacher curriculum leadership. (shrink)

Recent policy statements reveal that the future work-based route to vocational qualifications in the UK will include 'taught knowledge and understanding' as well as competence acquired in the workplace. The intention is to bring National/Scottish Vocational Qualifications into line with the German dual system of apprenticeship, which involves much more academic study. This article seeks to clarify the UK policy by exploring recent developments in the German dual system, and considering two key questions: how to define knowledge and (...) understanding in this context, and how to distribute control of the curriculum between the stakeholders. (shrink)

Rahat Naqvi and Hans Smits' edited collection, "Thinking about and Enacting Curriculum in 'Frames of War'" is centered on the theme of how the current global order creates precarious conditions for human life. The contributors respond to the challenges Judith Butler posed about the fragility of life and questions about how we apprehend, and take up ethically, our responsibilities for those who are considered "Other." The overarching objective of the book is the meaning of a call to ethics, and (...) how discussion of framing and frames is a provocation to think about our responsibilities as curriculum scholars and practitioners"-- Provided by publisher. (shrink)

To what extent does the construction of any curriculum framework have to contain axiological assumptions? Educators have been made aware of tacit epistemological assumptions underlying existing curricular frameworks by the continual demands for their revision., ) suggested that curriculum policy should be centred around imagination; economic rationalists have suggested that it be made more functional and accountable than traditional university disciplines allow for. Is it possible, as ) suggests, to combine competing traditional ideologies of education in a (...) complex postmodern pastiche which can nonetheless provide standards of assessment and evaluation without presuming a grand narrative? ) suggests not. This paper examines the challenge of maintaining principled standards and recognising postmodern relativities, making particular reference to the notion of the sublime and the arts curriculum. (shrink)

The aim of this paper is to examine the current state of development of Mäori science curriculum policy, and the roles that various discourses have played in shaping these developments. These discussions provide a background for suggestions about a possible future direction, and the presentation of a new concept for Mäori science education (note that in this paper this phrase refers to science that incorporates Mäori language and/or knowledge, rather than Mäori participation in science education).

The paper is an attempt to analyse the benefits that remote work could bring in the development of the country. It is organized in three parts. In the first part it engages with the concept of public policy, how it is shaped and should be done to make visible problems that need to be addressed. The second part analysis the benefits of teleworking and potential models for city organization and population distribution to support country development. The last part analyses (...) the case of Albania to discover that remote work, demography, and country development are concepts not yet analyzed in connection for exploring the benefits they could bring. The paper concludes that government should invest in developing human resources in the field of digitalization, so that the number of employees who could telework and companies that could use that expertise is increased. In this way, companies and staff do not necessarily need to locate in the capital or big cities but could locate in medium size cities and periphery. This would contribute to the development of currently neglected areas and decrease living expenses in big cities, making thus more affordable the life for the low-income workers. In doing so, not only the living conditions will improve but the gap between centre and periphery will narrow down and lead to a better distribution of economic benefits across country. (shrink)

Rahat Naqvi and Hans Smits' edited collection, "Thinking about and Enacting Curriculum in 'Frames of War'" is centered on the theme of how the current global order creates precarious conditions for human life. The contributors respond to the challenges Judith Butler posed about the fragility of life and questions about how we apprehend, and take up ethically, our responsibilities for those who are considered "Other." The overarching objective of the book is the meaning of a call to ethics, and (...) how discussion of framing and frames is a provocation to think about our responsibilities as curriculum scholars and practitioners"-- Provided by publisher. (shrink)

Curricular design that addresses residency physician competencies in communication skills and professionalism remains a challenge. Graphic Medicine uses comics, a medium combining text and images, to communicate healthcare concepts. Narrative Medicine, in undergraduate medical education, has limited reported usage in Graduate Medical Education. Given the time constraints and intensity of GME, we hypothesized that comics as a form of narrative medicine would be an efficient medium to engage residents.The authors created a novel curriculum to promote effective communication and professionalism, (...) focusing on empathy, compassion and cultural competency. A four-week curriculum was delivered in a neurology residency program. Excerpts from non-fiction graphic memoirs about neurological conditions were read, discussed, and paired with prompt-driven drawing exercises. Qualitative surveys were used to assess acceptability of comics, usefulness of comics to convey patient illness experience, and perception of patient needs for physician-patient communication.Ninety-seven percent of residents reported the sessions were a good use of their time. Residents identified new symptoms of neurologic disorders, articulated patient communication needs, and expressed increased empathy after participation. Residents participated in drawing exercises, but these were not formally analyzed. Graphic medicine is a well received format that may build communication skills and increase empathy. (shrink)

This research examines how an organization, Thanksgiving Coffee, establishes and maintains its legitimacy with its constituent publics. In line with Boyd’s (2000, Journal of Public Relations Research12(4), 341–353.) concept of actional legitimacy, Thanksgiving Coffee demonstrates a legitimation strategy addressing social issues and by responding to ethical and political questions. Applying Fisher’s (1984, Communication Monographs51, 1–18) concepts of narrative fidelity and probability, Thanksgiving Coffee’s policies and communication activities were found to alleviate the social issues to which they were addressed and therefore (...) reinforce perceptions of legitimacy among publics. Viewing the influence of organizations from a different perspective, this study provides an example of how the policies of an organization can have a positive impact on the broader society in which it operates. (shrink)

The subject of geography is declining in popularity at secondary school level and recent developments following the 'cultural turn' in Higher Education have had little impact in revitalising it. In this paper I explore the question: is there a problem with the school geography curriculum policy ? After briefly sketching the history of the Geography National Curriculum policy (GNC), I focus on Caputo's (1997) commentary on Derrida and the idea of deconstruction and invention to explore the (...) contemporary GNC policy text (1999) programme of study at Key Stage 3. (shrink)

This research examines how an organization, Thanksgiving Coffee, establishes and maintains its legitimacy with its constituent publics. In line with Boyd’s (2000, Journal of Public Relations Research 12(4), 341–353.) concept of actional legitimacy, Thanksgiving Coffee demonstrates a legitimation strategy addressing social issues and by responding to ethical and political questions. Applying Fisher’s (1984, Communication Monographs 51, 1–18) concepts of narrative fidelity and probability, Thanksgiving Coffee’s policies and communication activities were found to alleviate the social issues to which they were addressed (...) and therefore reinforce perceptions of legitimacy among publics. Viewing the influence of organizations from a different perspective, this study provides an example of how the policies of an organization can have a positive impact on the broader society in which it operates. (shrink)