Curriculum Challenges and Opportunities in a Changing World: Transnational Perspectives in Curriculum Inquiry

Description

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. 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