Curriculum Theory

The article used curricular documents affiliated with 3 different subgenres of Catholic schooling. The author suggests a critical reading of these curricular materials for the purpose of better understanding the kinds of educational messages sent to students through a) the hagiography of saints affiliated with the schools as well as in the b) documents produced by religious orders for lay and avowed teachers meant to propagate a unique schooled experience. In the process, the author draws upon curriculum theory as a way to critique the largely unquestioned kinds of theology-as-pedagogy that become intrinsically influential for teachers and students.

I propose a rich theoretical understanding on Afro-Latino student development based on critical race theory, culturally responsive pedagogy and practice. Addressing racial disparities is about engaging students thereby making their lives better. I believe that creating Afro-Latino pedagogy will create a community of practice in which inquiry is a cornerstone of continuous student self-redefinition through improvement in culturally responsive systems.
We need educators to get involved with Afro-Latino students, our history and the way we occupy space in the Americas in order to address this gap in education.

In the chronicle of the American education John Dewey has been mentioned as a legend, in the multiple senses of the word. Some have looked at him as just another stone in education’s burial ground, some have treated him as an individual whose life and work have been blown out of proportions, and others have revered him as the philosopher and doctrinarian of the American education, the man who had put flesh and muscle on an educational frame that had been missing direction and purpose. The goal of this paper is to review the framework of Dewey’s educational theory, to examine the implications of one of his most notable and notorious declarations in the light of his educational perspective and the socio-educational circumstance that motivated it, and to assess whether his educational perspective is still relevant for the curriculum of today, or must be relegated to the large educational archive of the United States and of the world.

Een Pedagogisch-Didactische KernStructuur® (PDKS®) bestaat uit een diagnostische, met name op kerndoelen en curriculumspecificaties gebaseerde systematiek voor het ontwerpen en realiseren van ‘Optimaliserend Onderwijs’ en de bijbehorende speel-/leerprocessen voor elk kind of elke leerling. In dit document wordt een nieuw ontwerp van een praktijkgerichte PDKS®-systematiek uitgewerkt die is ingebed in een webapplicatie ten behoeve van gebruik in instellingen voor vóór- en vroegschoolse educatie en in scholen voor PO en VO. Doel van dit digitale curriculumbeheersysteem is om het voor genoemde instellingen, scholen en leerkrachten / docenten gemakkelijker te maken het onderwijs en de speel-/leerprocessen verantwoord te individualiseren. Dit wil zeggen: deze onderwijs- en leerprocessen adequaat voor te bereiden en in te zetten ter ondersteuning van de ontwikkeling en de leerbehoefte, het leerniveau en het leertempo van individuele leerlingen en groepjes leerlingen in een flexibel groeps- of klasverband. De groeps- of klasorganisatie van leerlingen wordt onafhankelijk(er) van leeftijd en leerlingen kunnen verantwoord, individueel of samen, de eigen speel-/leerprocessen méér zelf reguleren. Via de hier ontwikkelde, informatietechnologisch ingebedde PDKS® kunnen essentiële onderwijs- en leerprocessen worden geïntegreerd. Bijvoorbeeld diagnostiek gebaseerd op individuele én landelijke indicatoren (dubbele diagnostiek), passende instructie en speel-/leerprocessen, vrije curriculumactiviteiten, curriculuminformatie en -beheer, en systematische evaluatie op verschillende onderwijsniveaus (leerling, groepje, groep/klas, school, bovenschools, landelijk). Samenwerking met jeugdzorg wordt eenduidiger, gemakkelijker en méér preventief. De combinatie van resultaten van landelijk genormeerde toetsing en de schoolgebonden evaluatie van leerarrangementen levert tevens concreet zicht op de feitelijke ‘schoolkwaliteit’.

We describe two metaphors that we hope can be used to better understand the contemporary mathematics curriculum context in U.S. middle schools, to see how this new context is both similar to and different from prior curriculum contexts. We explain the role and positioning of middle school mathematics curriculum materials over the last century or more and build from learning theory to develop the metaphors. The first metaphor, curriculum as delivery mechanism, builds from technical rational or scientific discourses and encompasses perspectives that are so pervasive they are often unstated and unquestioned. The second metaphor, curriculum as epistemic device, posits that role of curriculum is to provoke interactions that generate understanding. In this metaphor, the role of tasks in curriculum materials is to provoke and progressively refine student thinking, individually and collectively.

This book seeks to understand how to internationalize curriculum without imperializing or imposing the old, colonial, and so-called first-world conceptualizations of education, teaching, and learning. The collection draws on the groundbreaking work of Dwayne Huebner in order to invite scholars into conversation with histories of curriculum studies and to posit them within it, opening up new spaces to work in and through curricular issues. This book will appeal to scholars, teachers, and students looking to reconceptualize international curriculum development and theory. (The proof is not representative of final version).

Resumen El diseño curricular en Chile ha dirigido los lineamientos de la educación. Desde que expertos en el área, como Mario Leyton, introducen el concepto diseño curricular, se ha asimilado desde una visión centralizada, donde la escuela y el profesor no participan en los procesos de diseño. Sin embargo, se busca cambiar esta visión hacia una donde el diseño se centre en la escuela, con un alto rol del profesor, tomando en cuenta distintas opiniones y teorías de expertos nacionales. Esta medida no fue concreta al conceptualizar adecuadamente el diseño curricular, por lo que se propone una vía intermedia, realizando un análisis de los procesos contextuales de este concepto. PALABRAS CLAVE diseño curricular, reformas curriculares, sistema educativo chileno Abstract Curriculum design in Chile has directed the guidelines of education. Since experts in the area, such as Mario Leyton, introduce the concept of curriculum design, it has been assimilated from a centralized vision, where the school and the teacher do not participate in design processes. However, we seek to change this vision and move towards one where design centers on the school, with the teacher playing a significant role, taking into account different opinions and theories of national experts. This policy was not made concrete when adequately conceptualizing the curricular design, so an intermediate route is proposed, carrying out an analysis of the contextual processes of this concept. KEYWORDS curriculum design, curricular reforms, Chilean educational system

• Why is this important? *Beliefs about what it means to be "college-ready" have not kept pace with changing social realities, particularly regarding demographic trends. * It's time to reexamine our underlying presumptions about our students and how we can provide for their academic success. • Who is it for? *Faculty, administrators, and all individuals who work with students at institutions of higher learning. • How does it work? *We must begin with an honest examination of our underlying beliefs about students and the institution's responsibilities in their education. *Then we must re-evaluate our approach to supporting students regardless of how we may have judged their readiness for collegiate study in the past. • What are the potential benefits? *Forming an accurate view of the students who enroll in our programs will allow us to meet their needs more effectively. *A student-ready mindset also enables us to develop a more positive and proactive perspective on the roles of faculty, students, and the institution in the larger picture of students' education. (c) Bruce M. Mackh, PhD 2019

Since educators are always looking for ways to improve their practice, and since empirical science is now accepted in our worldview as the final arbiter of truth, it is no surprise they have been lured toward cognitive neuroscience in hopes that discovering how the brain learns will provide a nutshell explanation for student learning in general. I argue that identifying the person with the brain is scientism (not science), that the brain is not the person, and that it is the person who learns. In fact the brain only responds to the learning of embodied experience within the extra-neural network of intersubjective communications. Learning is a dynamic, cultural activity, not a neural program. Brain-based learning is unnecessary for educators and may be dangerous in that a culturally narrow ontology is taken for granted, thus restricting our creativity and imagination, and narrowing the human community.

This is one of a set of brief papers within a Point & Counterpoint section of the journal Curriculum Perspectives (Vol. 38, No. 1, 2018), addressed to the theme ‘Regenerating Curriculum Inquiry in Australia’. The paper seeks to provide a conceptual basis for curriculum inquiry, with a view to understanding curriculum specifically as concept.  It is motivated by the notion that ‘curriculum’ as a distinctive term is rarely conceptualised in its own right, let alone problematized, arguing instead that this is necessary and important work. In this context, it offers a strategic synthesis or articulation of ‘reconceptualist’ and ‘deliberationist’ perspectives in recent curriculum inquiry – otherwise all too often presented as at odds – and encourages further work along such lines in the ongoing project of curriculum scholarship.

Michael Apple’s (2004) Ideology and Curriculum has been cited as “one of the most important books in the history of Western education” (p. vii). Among the many provocative theses in Apple’s book is the claim that schools normalize dividing practices which naturalize and reproduce a stratified field of social relations. That is to say, in schools students are classified, diagnosed, treated, and sorted in accordance with externally-imposed classificatory grids of deviance, or – more aptly, difference. Apple also notes that many reforms which aim to ‘ameliorate’ inequities in schools – guided by the best of intentions – more often than not “ultimately harm rather than help, [and] cloud over basic issues and value conflicts rather than contributing to our ability to face them honestly” (p. 119). With Apple’s stern warning in mind, I link and extend his argument to the field of education policy in BC with a brief discussion on funding for special education programs and a snapshot of demographic data from BC’s classrooms. I conclude by sketching an alternative mode of educational encounter guided by a foundation in ethics.

Creative Inquiry frames learning and education as a larger manifestation
of the creative impulse rather than as the fundamentally instrumental acquisition, retention, and reproduction of information, or Reproductive Learning.
Montuori, A. (2011). Creative inquiry. In N. M. Seel (Ed.), The encyclopedia of the sciences of learning. Heidelberg: Springer.

Philosophy East/West showcases new scholarship in the philosophy of education and contemplative studies, paying particular attention to the intersection of mindfulness, evidence-based science, and wisdom traditions. These readings shed light on the contemplative turn in contemporary education and its potentials, difficulties and implications for educational theory and practice.

The chapters in this edited volume move beyond simplistic explanations of “East” and “West” to explore the complexity and diversity of various wisdom traditions. The book includes:

• Explorations of mindfulness in contemporary education as it intersects with science and wisdom traditions.
• Investigations of Buddhist, Taoist, and Vedantic traditions as they shed light on contemporary educational theory and practice.
• Interpretations of contemplative education in light of philosophers such as Heidegger, Levinas and Foucault.

This is the version submitted to Forum and published with revisions in Vol 61, Number 2, 2019. http://dx.doi.org/10.15730/forum.2019.61.2.175.

This is an argument for a new public education for England, but not for a new public school. The focus should be on aims, not structures. We should ensure that all schools (community schools, private schools, academies and religious schools) are working to realise the same nationally determined aims. The national set of aims should be determined not by ministers but by a Curriculum Commission. Its starting point should be the protection and nurturing of a liberal democratic community. This generates a number of major aims from which the Commission will also lay down more specific ones . Schools should be free to employ their own curricular vehicles (eg subjects, projects, whole school processes) and other policies in pursuing these aims.

This is an interview by Richard Marshall of 3am Magazine in his series of interviews with philosophers. I answer questions about the school curriculum and aims of education, how best to think about subjects and their historical place in the educational system, the aims-based curriculum model, the importance of autonomy and human flourishing, Richard Peters’s idea of education based largely on the study of truth-seeking activities for its own sake, the science and ideology of IQ testing and multiple intelligences, whether schools should survive, objections to private schools, whether I self-identify as an analytic philosopher of education, and how I would describe the aims and objectives of philosophy of education.

In his recently published book, Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity
Gap, Paul Gorski critically addresses concepts that perpetuate stereotypes of those categorized as members of
the “culture of poverty.” This review provides a highlight of each chapter to illustrate some key concepts and
teaching strategies that Gorski examines in his book.
Keywords
poverty, opportunity gap, equity literacy approach, deficit model

Latinx curriculum theorizing is a constellation of curriculum scholarship rooted in the histories, knowledges, and everyday lives of peoples from across the Latin American diaspora. It is a framework that pushes back against demonizing stereotypes, caricatures, and colonial generalizations of an entire diaspora. Born out of resistance and liberation, it comes from the histories and practices of Latinx peoples in creating counternarratives, education reform, and activism. Specifically, Latinx curriculum theorizing includes the following: (a) Latinidad as a collective point of entry, (b) Latinx as a term, (c) history and circumstance as curricular knowledge, (d) counternarratives and testimonio as curriculum theorizing, (e) cultural knowledges of Latinx students and community as theory, (f) cultural knowledges of Latinx teachers, and (g) Latinx communities generating critical pedagogies and education initiatives. Latinx curriculum theorizing draws from a variety of Latinx philosophical traditions, including critical race theory, Latina feminist philosophy, Latinx and Chicanx studies, and various strands of Latin American, Continental, Caribbean, and Africana philosophy. While scholars who do Latinx curriculum theorizing are trained in theories such as critical race theory, feminist theory, and post- and decolonial theories, because of the subject matter and the people, this framework is the next step up in putting such foundational theories into conversation with one another. It is therefore a newly emerging framework, in the early 21st century, because it draws upon all these perspectives to account for a very transitionary, contradictory, and messy Latinx experience. What makes something distinctly Latinx curriculum is an engagement with a state of transition and liminal spaces, both pedagogically and epistemologically, with the varied and multilayered trajectories of Latin American-origin realities. Far from being a monolithic and static framework, Latinx curriculum theorizing is itself malleable, contested, and in transition. Just as Latinx itself is a contested term within academic and activist spaces, Latinx curriculum theorizing is a point of contestation that makes it a framework with porous boundaries that can explain and even redefine the Latinx educational experience. As such, Latinx curriculum lends itself to nuanced analysis and praxis for issues of gender, sexuality, ethnicity, language, migration, racial hierarchies, and colonial legacies. This type of curriculum theorizing also points to power structures from multiple social locations and offers pathways for social change and liberation.

In The Struggle for the American Curriculum, Herbert M. Kliebard (2004) investigates the development of the American curriculum between 1893 and 1958, and provides the reader with an inclusive account of main events that took place in education during the above period. Kliebard examines the curriculum movements, the socio-economic and political context which defines them, the ascendance and regress of different ideologies, the struggle for curriculum control, and describes the educators behind the reforms which have shaped American education during the end of the 19th century and the beginning of the 20th century. This paper will focus on the work and educational legacies of some of the leading personalities who were at the head of the educational movements which took place during the period mentioned above.

The aim of this paper is to present a pilot project carried out by the Centre for the Greek Language in collaboration with external researchers as part of the Greek language teaching scheme, mainly abroad. The main goal of the project is to propose new syllabus and language course models in teaching Greek as a second language. The new syllabus model will be topic based with emphasis on grading by degree of difficulty in all their components starting from A1 and reaching up to the C2 level. This paper describes the basic principles and parts of the new syllabus model for teaching Greek as α second language.

Le origini e lo sviluppo storico dell’Instructional Design sono passate in rassegna allaluce delle possibili applicazioni di questa disciplina nel contesto della progettazione
curricolare nella scuola italiana. Sono quindi presentate le idee di base e i principali concetti dell’Instructional Design con un enfasi sui metodi che possono contribuire a
innalzare la qualità dell’insegnamento. I principi di due importanti innovazioni teoriche, la teoria del carico cognitivo e la teoria dell’apprendimento multimediale, sono considerati dal punto di vista della progettazione multimediale e del dibattito fra istruzione diretta e apprendimento per scoperta. Infine, sono formulate alcune ipotesi sulle cause della limitata diffusione delle teorie e dei metodi dell’Instructional Design nella scuola italiana, e sono avanzate delle possibili soluzioni. [This paper reviews the origins and development of Instructional Design in light of its
possible uses in the context of curricular design in Italian schools. The main concepts and ideas of Instructional Design are presented with an emphasis on the methods for
improving the quality of instruction in the classroom. Cognitive Load Theory and Multimedia Learning Theory are described as important innovations in the field of
Instructional Design, and their role is explored in the debate between direct instruction and discovery learning. Finally, some hypotheses are introduced to explain the limited
diffusion of Instructional Design theories and methods among Italian teachers and school principals and suggestions are made on how to improve the situation.]

El presente artículo analiza las reformas
curriculares implementadas en Costa
Rica en el período comprendido entre los
años 2006 y 2014, bajo la premisa de
que estas responden a una reinstauración
del Modelo Pedagógico Socialdemócrata
vigente en el país entre 1957-1985.
Para el desarrollo de dicho estudio se
construye una definición desde un currículo
crítico que enmarca el proceso de
creación de una nueva interpretación de
los períodos que integran la historia educativa
posindependencia para examinar
las características del Modelo Pedagógico
Socialdemócrata y el Ajuste Pedagógico
Neoliberal. Finalmente se indaga en
las reformas implementadas en el período
en estudio para debatir las implicaciones
de la premisa desarrollada en el artículo
para los sectores progresistas del
sistema educativo.

"We get our fixed - or malleable - notions of sexuality and gender from a variety of sources: family expectations, a hypersexualizing media gaze, and through the dictates of those great monoliths, Faith and Obedience within a/the Church. However, gender is also being formed in the well-worn halls and the ordered environment of classrooms: schools are the great throughways where gender gets most articulated - bartered for and with - during adolescence.
This book documents a year-long autoethnographic study in an all-boys Catholic secondary school. It elucidates how schooling helps form both assumptions and practices about what it means to become a man, and examines how these discourses are reshaped by young men in their daily lives. In the process the book explicates how students come to make sense of and exercise their own identities amidst the discourses of the school around, through, and by religion and gender and, necessarily, sexuality."