This book brings together voices and perspectives from across the world and draws in a new generation of curriculum scholars to provide fresh insight into the contemporary field. By opening up Curriculum Studies with contributions from twelve countries―including every continent―the book outlines and exemplifies the challenges and opportunities for transnational curriculum inquiry. While curriculum remains largely shaped and enabled nationally, global policy borrowing and scholarly exchange continue to influence local practice. Contributors explore major shared debates and future implications through four key sections: Decolonising the Curriculum; Knowledge Questions and Curriculum Dilemmas; Nation, History, Curriculum; and Curriculum Challenges for the Future.
Author(s): Bill Green, Philip Roberts, Marie Brennan
Series: Curriculum Studies Worldwide
Publisher: Palgrave Macmillan
Year: 2021
Language: English
Pages: 356
City: Cham
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
