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Model Minorities and Overcoming the Dominance of Whiteness  

Nicholas D. Hartlep

Stereotyping Asian Americans as successful or model minorities is not positive. Instead, it is a form of racist love that reinforces White supremacy. How can a positive stereotype reinforce White supremacy? Because the process of revering Asian Americans as model minorities leads to other groups of people, such as people of color and Indigenous people, being reviled. But if the model minority characterization of Asian Americans is inaccurate, what should curriculum studies scholars do? Disproving a “stereotype” is impossible. Curriculum studies scholars and theorists should not attempt to disconfirm something that is untrue, or something that is racist, but instead should narrate the reality of being Asian American. The model minority stereotype of Asian Americans has been studied and contested over 50 years within the context of the United States. Over these 50 plus years, the model minority stereotype has taken on a transcendent meaning. Overcoming the dominance of Whiteness requires Asian Americans to transcend “positive” stereotypes via critical storytelling. This will require curriculum studies as a field to continue to interrogate: What are the realities of living in racist Amerika for Asian Americans?


Wrongful Influence in Educational Contexts  

John Tillson

When and why are coercion, indoctrination, manipulation, deception, and bullshit morally wrongful modes of influence in the context of educating children? Answering this question requires identifying what valid claims different parties have against one another regarding how children are influenced. Most prominently among these, it requires discerning what claims children have regarding whether and how they and their peers are influenced, and against whom they have these claims. The claims they have are grounded in the weighty interests they each equally have in their wellbeing, prospective autonomy, and being regarded with equal concern and respect. Plausibly children have valid claims regarding the content and means of influence they themselves are subjected to. For instance, considerations of concern and respect for children confer duties on others enable them to know important information and develop important skills. Children also plausibly have valid claims to be free from certain means of influence, including indoctrination. This is because indoctrinatory practices threaten to diminish both their capacity to reason soundly, thereby constituting a wrongful harm, and their opportunities to form judgements and choices in response to relevant evidence and reasons, thereby constituting a wrong of disrespect.


Historical Development of Lesson Study in Japan  

Kanako N. Kusanagi

Lesson study (jyugyo kenkyu) is an approach to professional development that originated in Japan 150 years ago. It was first introduced to the United States in the late 1990s and is now widely practiced in over 50 countries. Lesson study is often perceived as an effective form of professional development aiming to improve mathematics and science instruction, motivated by the high performances of Japanese students as evaluated in the Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS). However, lesson study is more than a model for professional development. Lesson study has developed dynamically over time, accommodating educational contexts and the needs of practitioners, policymakers, and researchers. Nowadays, lesson study is used as an approach to lesson analysis, curriculum development, practice-oriented research, demonstration lessons, and various forms and levels of professional development. Lesson study continues to be practiced in the early 21st century as the practice is socially constructed and context-dependent; thus, lesson study is flexible in adapting to the local system. This flexibility and adaptability make it difficult to grasp the comprehensive picture of lesson study. Understanding the unique Japanese educational contexts that have supported lesson study is essential for foreign practitioners and researchers of lesson study as the lack of the necessary supporting conditions often poses challenges for implementing lesson study abroad. Lesson study continues to exist in the early 21st century as it has been facilitated by sociocultural norms in a Japanese educational context and has built upon the professional traditions of Japanese teachers. The focus is on discussing the sociocultural contexts that have supported the dynamic development of lesson study since the late 19th century. For this purpose, “sociocultural” refers to the theoretical space of social relations and cultural practice (Dowling, 2009). For example, a collaborative school culture is not a fixed state or end-product but negotiated through the social relations of the school system that regulates the daily responsibilities, actions, and interactions among managers, teachers, and students around the shared goals. Lesson study has developed under the influence of various factors, including educational theories, approaches, and ideologies, both domestically and abroad. Lesson study is supported by a holistic approach in terms of many aspects such as student learning, teacher-initiated inquiry centered on student learning, the culture of collaboration in professional development, collaboration between teachers and researchers, personal, contextual, and narrative reflection on teaching experience, and flexibility in the learning system that works to address the needs of the educational issues of the time. Nonetheless, contesting forces have contributed to the diversification of lesson study: (a) policymakers’ efforts to standardize lessons and bottom-up initiatives of teachers to experiment with practice; (b) top-down efforts to institutionalize professional development and bottom-up efforts on the part of teachers to work together to realize their educational ideals; and (c) scientific investigation by researchers and narrative, descriptive and subjective reflections on practice by teachers.


Bildung-Centered General Didactics  

Ilmi Willbergh

Bildung-centered general didactics is a tradition of schooling and teacher education in Germany and the Nordic countries. It originated from the late 18th century during the development of nation-states, when the professions had designated areas of responsibility. The teacher’s duty was to interpret the curriculum, transforming it into meaningful teaching for the students in the classroom. Teaching comprises the totality of the three aspects of any teaching situation; the teacher, the student, and content, and their relations in specific practices. Bildung-centered general didactics puts content to the fore. It is a hermeneutical discipline centered on the topics of the culture as a whole. Bildung, in German and Nordic general didactics, is a concept grasping the normative ideals behind any educational phenomenon. Hence, the meaning of Bildung will vary from culture to culture and across time. However, the idea of Bildung is mostly associated with the ideals of modernity in Western history; the core question being how to educate autonomous and responsible democratic citizens. Since then, pedagogy has implied a paradox: how to cultivate the freedom of individuals through the exercise of power. Bildung-centered general didactics centers on this paradox in theory and practice, and at the macro and micro levels of the educational system. The most influential Bildung-centered general didactic approach is that of Wolfgang Klafki (1927–2016). Klafki’s primary term is categorical Bildung, a dialectic of the content and the student, and a didactic analysis as the means for teachers to contribute to the empowerment of students.


Latinx Curriculum Theorizing  

Ganiva Reyes

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.


Oral History Illustrated by the Case of Cyprus  

Nicoletta (Niki) Christodoulou, Miranda Christou, and Maria Hadjipavlou

Oral history offers unique meaning for curriculum studies by presenting, analyzing, and interpreting experiences and memories of participants in an educational situation. The situation and context of Cyprus, an island with protracted conflicts and ethnical division, provides sites of illustration for oral history in curriculum studies. Couched in an historical background of oral history and definitions, as well as characteristics that distinguish it from other forms of narrative inquiry, the essence and application of oral history can be conveyed through the case of Cyprus. Oral history projects undertaken in Cyprus are conveyed, with prominent reference to the Cyprus Oral History Project (COHP), which has delineated the nuances of language, performance, and creation of pedagogical spaces. For example, COHP established a link among oral history, curriculum, instruction, and education, which has been used in Cyprus to understand memory as curriculum and to rethink issues of language and curricular questions in light of the knowledge drawn from oral histories. Further, oral history projects in Cyprus have delineated refugee trauma through the description of loss, painful memories, and silence; how narratives worked as significant evidence and material in conflict and reconciliation workshops; and the importance of the gender lens of oral history in Cyprus. The themes of cultivating historical consciousness, shaping responses to conflict, discomforting pedagogy, memory and trauma, and their role in the reunification process have been explored extensively through such projects; yet, more extensive work needs to be done. The number of oral history projects is still limited, yet there is still so much to be uncovered through people’s narrations. In the case of Cyprus, oral history is considered as a source of information about ordinary people’s lives but also for the role it can play in understanding how being dispossessed and returning to the homeland can reconstruct and reorganize education and culture. The uses of oral history to understand curriculum in Cyprus is offered as an example for modified use for exploring a broader sphere of curriculum studies in other settings.


Outside and Embodied Curriculum: From Integration and Core to Ecological Interdependence  

Jason Michael Lukasik

The notion of ecological interdependence, a fundamental concept in the study of ecology and the interrelatedness of living organisms, provides both a metaphorical and literal understanding of how individuals come to understand their place in the world—social, political, and environmental. Given the grim realities of a changing climate, and its inevitable impact on human ways of living, examination of the relationships between humans and the environments in which we live is paramount. Such examinations entail an analysis of the intricate webs of interdependence among organisms. Drawing upon the curricular concepts of integrated and core curriculum, we find a parallel to the dynamic and emergent ways of ecological relationships. Embodied curriculum and outside curriculum provide a foundation for curricular integration, advancing a core curriculum of interdependence. Thus curriculum workers must realize ways in which a core of ecological interdependence enables us to view the world differently, examining human relationships with and within the world. This approach is seen, in part, throughout environmental education programs, from forest schools to informal learning at nature centers. However, a core of ecological interdependence advances a continual examination of the interdependence of living things, and interactions between humans and the nonhuman world, as a central organizing theme in curriculum. Moreover, such an approach eschews the underpinning assumptions of a capitalist democratic state and seeks a conversation among beings and knowledges. A core of ecological interdependence recognizes the importance of ecological relationships for their substantive content as well as for what they teach as an epistemological orientation to curriculum-making.


Tracking Students by “Ability” or Study Orientation in England, Finland, and France  

Anna Mazenod

The way in which students are grouped or tracked for their learning in secondary school education (ages 11–18) can significantly impact on student experiences of learning and their self-confidence and trajectories as learners. Different tracking practices include tracking by attainment (e.g., different classes for low, middle and high attaining students), tracking by type of educational establishment (e.g., vocational vs. academic high schools), and tracking by curriculum differentiation (e.g., curricula oriented toward academic or vocational studies). There are considerable differences in the conceptualization and the organization of secondary school education in England, Finland, and France, yet tracking practices have been identified in each of these three European countries. Tracking by attainment practices is prevalent in English secondary schools, and there is also evidence of tracks emerging through, for example, choice of optional subjects or languages in Finnish and French schools. Tracking by educational establishment often operates in conjunction with tracking by curriculum differentiation as students in these three countries tend to be oriented toward either general academic or (pre-)vocational subjects for their upper secondary studies. Student movement between different tracks remains marginal. Movement between attainment tracks is often constrained by school organizational practices such as timetabling and pedagogic and curricular differentiation, which makes it challenging, for example, for students to move to a higher track. Research on tracking is of universal interest because of its prevalence and the mounting evidence of the inequity of tracking practices that raises important questions about the purpose of education and the role of secondary schools in potentially exacerbating social inequalities.


The Curricular Insights of Ivan Illich  

Dana L. Stuchul and Madhu Suri Prakash

Ivan Illich’s curriculum vitae provides the frame through which to elaborate three insights—neither curricular, ideologic, utopian, nor messianic, yet penetrating contemporary givens: the institutionalization of values, the “ritualization of progress,” and the perversion of persons under the regime of scarcity. The former priest—whose challenges to the Church as it extended to similar corporate entities of the State rendered him a pariah—was arguably least understood at the moment he was most known. Yet, reviewing the entirety of his corpus, the judgment of Agamben resonates: “Now is the hour of Illich’s legibility.” This “legibility” reveals Illich’s project: his commitment to the struggle for both justice and freedom in the form of cultural, technological, and institutional inversion. His three insights—interculturality, the hidden curriculum of schooling, and a politics of limits—sought to contribute to a redirection of societies away from ecological, cultural, and social demise. His contributions address the following questions: What are the limits—ecological, technological, economic, political—within which pluralistic societies can exist? What do a society’s chosen “tools” say about what it means to be human? What are the terms—justice and freedom—within which the contemporary crises of global pandemic, of climate collapse, and of widespread immiseration and dispossession can be addressed?


Curriculum Studies, Critical Geography, and Critical Spatial Theory  

Robert Helfenbein and Gabriel Huddleston

During the late 20th and early 21st centuries, spatial terms have emerged and proliferated in academic circles, finding application in several disciplines extending beyond formal geography. Critical geography, a theoretical addition to the home discipline of geography as opposed to being a new discipline in itself, has seen application in many other disciplines, mostly represented by what is collectively called social theory (i.e., sociology, cultural studies, political science, and literature). The application of critical spatial theory to educational theory in general, and curriculum theorizing in particular, points to new trajectories for both critical geographers and curriculum theorists. The growth of these two formations have coincided with the changes in the curriculum studies field, especially as it relates to the Reconceptualization of that field during the 1970s. In terms of critical spatial theory especially, the exploration of how we conceptualize place and space differently has allowed curriculum studies scholars to think more expansively about education, schools, pedagogy, and curriculum. More specifically, it has allowed a more fluid understanding of how curriculum is formed and shaped over time by framing the spatial as something beyond a “taken-for-granted” fact of our lives. The combination of spatial theory and curriculum studies has produced a myriad of explorations to see how oppression works in everyday spaces. The hope inherent in this work is that if we can understand how space is (re)produced with inherent inequities, we can produce spaces, especially educative ones, that are more just and equitable.