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1.
Joseph Schwab,curriculum, curriculum studies and educational reform   总被引：1，自引：1，他引：0  
The ‘Practical 1’ paper combines Schwab’s abiding concern, for the nature and quality of educational experience with another abiding concern, for how we think about what we do. The Practical 1 is the first of a set of four ‘practical’ essays. These in turn are the product of his thinking about college education and his ideas on the principles of scientific inquiry applied to education in the Practical 1. What Schwab said about education was considered provocative at its time. What Schwab was doing has continuing value. He would, no doubt, say different things in the current educational environment but what he was doing as he said them would remain close to the original.  相似文献   

2.
In this retrospective essay reviewing the implications of Joseph Schwab’s essay, ‘The practical: A language for education’ (2013 [1970]), 40?+?years after its first publication, I identify two ‘practicals’. The first is a comprehensive ‘Practical 1.1’ embracing ends, subject matter, problem source and methods. This ‘practical’ has radical implications for curriculum studies, and for educational theory and research more generally. However, these implications have not been recognized. On the other hand, Schwab’s deliberation-centred interpretation of the ‘practical’, the ‘Practical 1.2’, has been widely discussed but has not captured the field of curriculum studies because it fails to map onto the structures of most school systems.  相似文献   

3.
Memorizing a memory: Schwab’s the Practical in a German context   总被引：1，自引：1，他引：0  
The paper outlines the reception of Schwab’s essay ‘The practical: A language for curriculum’ in German-speaking countries in the 1970s and 1980s. The story is a good demonstration of the ways in which different circumstances and phases of development determine transatlantic exchanges and the influence of concepts in the field of education, and especially of curriculum. The central ideas of Joseph J. Schwab’s concept of curriculum theory and curriculum-making were related to the traditions of general Didaktik in the German-speaking world. It would have been well suited for a reception. Nevertheless, the reception the essay received was at first not a story of success; on the contrary, we have to diagnose a historical neglect. Circumstances today are much better for rethinking Schwab’s analysis under the new conditions of standardizing and competence-oriented curriculum policies.  相似文献   

4.
In 1970, Joseph Schwab published the first of four papers that argued for a turn to the idea of the Practical in curriculum research and practice. In this paper, I revisit Schwab’s original paper and explore the extent to which his case for the Practical is still relevant today. I first look at the past of the deliberative tradition in which Schwab’s argument is located. I argue that a more precise engagement with the work of Aristotle – particularly the distinction between making/production and doing, and between knowledge of the eternal and of the variable – can strengthen Schwab’s case and allow for a better understanding of the kind of knowledge and judgement needed in education. In relation to the present, I highlight three ways in which the current context has changed from when Schwab published his paper. These concern the strongly diminished space for teachers’ professional judgement; the rise of a call for evidence-based education; and the shift in curriculum studies away from practical questions. To (re)connect the field of curriculum studies and research with questions about the ‘doing’ of curriculum is, in my view, where a deliberative approach such as the one articulated by Schwab remains highly relevant.  相似文献   

5.
Background Over the past four decades there have been a number of controversies arising from the discussion of ‘equity’ and ‘equality’. These concepts are often invoked by policy analysts, policy-makers, government officials and scholars in order to justify or critique resource allocation to different levels of the educational system.

Purpose By creating a new equality–equity goal-oriented model, which allows the combination of different dimensions for each concept with different stages of the educational process, this paper aims to achieve two purposes: (1) to clarify among researchers, educators, evaluators, policy analysts, and policy-makers the notions of ‘equality’ and ‘equity’; and (2) to encourage researchers and evaluators to critically examine and synthesize equality/equity-based research.

Sources of evidence A review of the literature concerning the meaning, goals and assumptions of the concepts ‘equity’ and ‘equality’, and their implications for social and public policy, is presented.

Main argument A survey of recent and earlier debates on ‘equity’ and ‘equality’ among scholars and researchers reveals disagreement and confusion about what those concepts really mean and what they involve in terms of goals and results. It is debatable whether we can have ‘equity’ and ‘equality’ in a society that prioritizes efficiency in resource management over social justice. Certainly, such questions have shaped and guided many discussions and theoretical debates among scholars, policy analysts and policy-makers.

Conclusions Most of the definitions of ‘equity’ and ‘equality’ are frequently used by many researchers, evaluators, policy-makers, policy analysts, scholars and educators as if they were interchangeable. Instead of arguing for a unique or simple conception of ‘equity’ and ‘equality’, a set of definitions of those concepts as well as a discussion related to theoretical and policy issues associated are presented. In order to avoid that confusion, the equality–equity model developed in this paper suggests several new directions for analysis and research. It provides some ideas about how ‘equity’ (i.e. ‘equity for equal needs’, ‘equity for equal potential’ and ‘equity for equal achievement’) and ‘equality’ (i.e. ‘equality of opportunity’, ‘equality for all’ and ‘equality on average across social groups’) could be treated and measured in future research in relation to different features of the educational process (availability of resources, access, survival, output and outcome).  相似文献   

6.
This paper advances an approach, ‘child as method’, as a resource for interrogating models of development in childhood and education. Kuan-Hsing Chen’s (2010) book Asia as method has generated interest across childhood and educational studies. Here ‘child as method’ is presented as a related intervention. Just as Asia as method (re)considers the status of the national and transnational, so ‘child as method’ helps explicate the ways ‘child’ and ‘development’ are linked across economic, sociocultural and individual trajectories. The example of translation is discussed in relation to sociocultural approaches and how together these might inform childhood and educational studies debates. The notion of ‘method’ at work (as framework, technique or narrative) is also clarified as informed by feminist and decolonisation approaches. It is argued that ‘child as method’ offers strategies for resisting abstraction and remaining attentive to forces and relations of (re)production at issue within adult–child and child-state-development relations.  相似文献   

7.
ABSTRACT

In international educational studies, cultural context matters and demands increased attention by educational researchers worldwide. Along with a globalized discourse, how to map historical–cultural understandings of teaching and learning without getting bogged down in modern Westernized epistemology has become a paradigmatic dilemma. This paper argues a Heideggerian–Foucauldian language perspective can provide a way to address this dilemma. As an example, the paper demonstrates how their language perspective has enabled the author to encounter a ‘wind-education’ discourse in China’s current schooling, and to explore, as the originary (re)source of the whole Confucian educational culture, Confucius’ ‘wind-pedagogy’ as expressed in Yijing. This unique historical–cultural ‘wind-education’ discourse is salient, yet goes unnoticed, in China’s current schooling largely due to a planetary signifier-signified style of reasoning. This paper sheds new light on educational literature on Confucian educational thinking and provides an alternative paradigm to the (cross-)cultural studies of education in China and beyond.  相似文献   

8.
This paper explores the educational and migrational pathways which a number of middle-class women from Bangladesh took as they grew up in the 1980s and 1990s. It draws on qualitative research, conducted between July and November 2011, with highly educated Bangladeshi women who migrated to Britain in the early 2000s. French Sociologist Pierre Bourdieu's critique of education, as a means of middle-class social reproduction [Bourdieu, P., and Jean-C. Passeron. ([1977] 1990). Reproduction in Education, Society and Culture. 2nd ed. Translated from the French by Richard Nice. London: Sage], and his notion of ‘academic capital’ [Bourdieu, P. 1984. Distinction: A social Critique of the Judgement of Taste. Translated from the French by Richard Nice. London: Routledge; Bourdieu, P. 1986. “The Forms of Capital.” In Handbook of Theory and Research For the Sociology of Education, edited by J. G. Richardson, 241–258. New York: Greenwood] are applied to this empirical data. While the participants’ experiences of early education confirms Bourdieu's arguments, in terms of the centrality of the family's educational and cultural capital in making a qualitative difference to their children's academic achievements, the analysis of the participants’ higher education complicates this picture. Here, the paper calls Bourdieu's umbrella term ‘academic capital’ into question. The author suggests that three categories of academic capital were needed to explain the different and unequal ‘value’ of the participants’ academic qualifications before and after migration. These are – elite, standard and general. Through this exploration of these women's educational and migrational pathways, and the classed and gendered nature which many of them took, this paper seeks to further the feminist project of making Bourdieu's theories ‘useful’ in understanding contemporary issues which affect women's lives (Adkins, L. 2004. “Introduction.” In Feminism After Bourdieu, edited by L. Adkins and B. Skeggs, 110–128. Oxford: Blackwell, 3).  相似文献   

9.
Abstract

The Chinese tianrenheyi thesis bespeaks a correlative cosmology irreducible to the Western metaphysics. This article historicizes tianrenheyi for new implications to help rethink the given concepts of ‘person/thing,’ ‘environment/nature,’ and ‘relationality’ in contemporary ethical and environmental education in three steps. First, it turns to Yu Ying-Shih’s writing for a historical and ethical picture of tianrenheyi as an ‘Axial breakthrough’ in Confucius' time and with direct relevance to Confucian person-making education. Second, it moves on to Roger Ames’ unpacking of tianrenheyi as hospitalized in a ‘correlative cosmology’ and ‘Confucian relational personhood’ to help us re-understand Confucian ‘person’ as being relational. Finally, it shows how these re-invoked philosophical–ethical–cosmological theses expose a ‘foundational individualism’ which grounds and confines current educational thinking to an anthropocentric (dis)ordering. As an alternative, this article calls for a productive symbiotic conjoining between humans and their cultural–natural environs toward nurturing today’s youth into ecologically literate, responsible, and responsive co-beings.  相似文献   

10.
This paper examines the implementation of Singapore’s landmark policy, ‘Thinking Schools, learning Nation’ (TSLN), in developing ‘thinking students’ through the prism of student voice. In the context of twenty-first century education and the growing importance of student voice in education, this paper argues that the time might be right to ‘disrupt’ Singapore’s education status quo and incorporate meaningful student voice in education policies. Instead of perceiving students as mere subjects of educational policy enactment, and seeing policy as something that is done to them, it should be reconceptualised as something which is done with them; importantly, students should be recast as key co-agents of educational change, consistent with TSLN’s reconceptualization of learners as ‘thinking students’. Basing its arguments on findings from a qualitative case study of students’ perceptions and schooling experiences of critical thinking in TSLN, this paper considers the case for the inclusion of significant student voice in Singapore’s educational policy reforms. It fills gaps in research on student voices in Singapore’s educational reforms and TSLN’s research from students’ perspective. The paper suggests that the inclusion of student voice in educational reform might be the next landmark step in ‘disrupting’ its educational landscape after the ‘big bang’ of TSLN.  相似文献   

11.
The question of ‘what works’ is currently dominating educational research, often to the exclusion of other kinds of inquiries and without enough recognition of its limitations. At the same time, digital education practice, policy and research over-emphasises control, efficiency and enhancement, neglecting the ‘not-yetness’ of technologies and practices which are uncertain and risky. As a result, digital education researchers require many more kinds of questions, and methods, in order to engage appropriately with the rapidly shifting terrain of digital education, to aim beyond determining ‘what works’ and to participate in ‘intelligent problem solving’ [Biesta, G. J. J. 2010, “Why ‘What Works’ Still Won’t Work: From Evidence-Based Education to Value-Based Education.” Studies in Philosophy and Education 29 (5): 491–503] and ‘inventive problem-making’ [Michael, M. 2012, “‘What Are We Busy Doing?’ Engaging the Idiot.” Science, Technology &; Human Values 37 (5): 528–554]. This paper introduces speculative methods as they are currently used in a range of social science and art and design disciplines, and argues for the relevance of these approaches to digital education. It synthesises critiques of education’s over-reliance on evidence-based research, and explores speculative methods in terms of epistemology, temporality and audience. Practice-based examples of the ‘teacherbot’, ‘artcasting’ and the ‘tweeting book’ illustrate speculative method in action, and highlight some of the tensions such approaches can generate, as well as their value and importance in the current educational research climate.  相似文献   

12.
This is one of X commentaries on Wu’s ‘Interpretation, autonomy, and transformation: Chinese pedagogic discourse in a cross-cultural perspective’ (JCS, 43(5), 569-590). It highlights the paper’s demystification of Western pedagogic discourse and recovery of the meaning of Chinese traditional pedagogic discourse as a response to the long-lasting debates on the Chinese–Western/traditional–modern dichotomies seen in China’s modernization. However, the paper overlooks the complexity of Chinese pedagogic discourse: it over-emphasizes the formal or linguistic dimension of pedagogic discourse, and presumes the dichotomy of Chinese–Western discourses and the discontinuity of traditional–modern cultures. After elaborating the ends, substances, methods, and teacher roles found in Chinese pedagogic discourses, this study argues that contemporary pedagogic discourses are essentially inhabited in indigenous traditions, and actively entangled with Western discourse. The meaning of Confucian traditional pedagogy should not (and cannot) be ‘recovered’ from the past, but be ‘found’ in the present.  相似文献   

13.
This article analyses a Chinese approach to social justice in education using the example of Shanghai. In addressing schooling inequalities, Shanghai illustrates social justice education with Chinese characteristics, which revolves around the ideal of ‘educational balance’ (jiaoyu junheng). The ‘balance’ in question is about achieving a values-centred and all-round education in and across all schools through the cultivation of a school’s ‘inner quality’ (neihan). This Chinese formulation of social justice education is manifested through two representative policy measures: creating and strengthening ‘new high-quality schools’ and helping weak schools to level up. The Chinese characteristics of these action plans are seen in two ways: a focus on social justice between schools rather than between students; and an emphasis on the moral cultivation of students. It is argued that a Chinese model of social justice education promotes educational equity to some extent through the politics of redistribution, recognition and representation. However, a major critique is its hegemonic and top-down nature, which overlooks alternative and competitive voices—especially those of migrant children—as part of a politics of representation.  相似文献   

14.
The present article extends Basil Bernstein’s theorisation of ‘discourses’ and ‘knowledge structures’ to explore the potential of educational knowledge structures to enable or constrain cumulative learning, where students can transfer knowledge across contexts and build knowledge over time. It offers a means of overcoming dichotomies in Bernstein’s model by conceptualising knowledge in terms of legitimation codes (bases of achievement) and semantic gravity (context‐dependency of knowledge). This developed framework is used to analyse two contrasting examples of curriculum – from professional education at university and secondary school English – that aim to enable cumulative learning. Analyses of students’ work products show that both cases can constrain knowledge‐building by anchoring meaning within its context of acquisition. The basis for this potential is located in a mismatch between their aims of enabling students to learn higher‐order principles and their curricular means that focus on knowers’ dispositions rather than articulating principles of knowledge.  相似文献   

15.
This paper provides an external account of the demise of the ‘old’ Marxist educational theory flowing from social reproductionism/ resistance theory. Five developments are explored in terms of how they have undercut the ‘old’ educational Marxism: hyper‐academicism; dislocations/disjunctions between theory and practice; the postmodern challenge; the new liberal ‘Left’ challenge; and, the ‘death of Marxism’ syndrome. The first two elements form the basis of some important ‘lessons’ for the revitalisation of Marxist perspectives on education. It is also argued that, although the five trends and developments have posed a serious challenge for the ‘old’ Marxist educational theory, nevertheless, it will probably circulate for some time‐‐given revivals, revisits, and as a source of easy criticism for anti‐Marxists. Finally, there has been a recent flowering of new approaches to theorising education from a Marxist perspective, which this paper maps out.  相似文献   

16.
There has been a growing interest in the European Didaktik tradition as part of a process of ‘internationalizing’ curriculum studies. Krüger provides useful insights into some aspects of Didaktiek in South Africa. However, the essay does not contextualize this tradition within the broader history of South African education. This reply contends that Didaktiek was interwoven with ‘fundamental pedagogics’ and as a consequence played a role in reproducing apartheid ideology—it did not provide a language of critique or possibility. This is one reason why the tradition has seen its demise in post‐apartheid South Africa. I argue that curriculum theory, which crucially deals with the relationship between schooling and society and highlights the socially constructed nature of schooling, offers a more useful alternative for critiquing apartheid education policy and for charting a process of transformation of education in South Africa.  相似文献   

17.
This paper critically examines the framing of historical knowledge in the primary and ‘broad general education’ phases (ages 4–14) of Scotland's Curriculum for Excellence. The paper focuses on curriculum documentation, particularly the curriculum's aims and ‘Experiences and Outcomes’ and evaluates these in light of recent research on children's historical understanding. It is argued that the decision to frame historical understanding as ‘People, Past Events and Societies’ within the context of a ‘social studies’ curriculum area has been motivated by a misunderstanding of history's unique disciplinary identity. It is argued that history curricula must take account of the unique ontological and epistemological challenges posed by investigating the past and that by failing to do this, ‘Curriculum for Excellence’ offers children in Scotland a problematic representation of what it means to study the past. The paper challenges the curriculum in both epistemic and pedagogical terms, before suggesting that a rigorous study of history as a discipline can make a valuable contribution to children's personal and social development.  相似文献   

18.
This paper outlines the impact and professional tensions created by the decade-long armed conflict (1996–2006) on school leadership in Nepal. Drawing on qualitative interviews and discussions with school heads and teachers (n?=?92), the study reveals that the onerous pressure of pupils’ safety during crisis ultimately fell upon teachers and school leaders who faced direct violence on school grounds and communities they lived in. It was found that school heads were traumatised by consistent pressures, as manifested in the form of financial extortion, physical threats and abductions by the Maoists while the security forces frequently harassed them as Maoist sympathisers or confederates. Maintaining relational equilibrium with warring parties in order to ensure their personal and school survival was a traumatic experience. Despite the enormity of effects on education during conflict, the post-conflict educational debates largely undermine the voice of those who were at the frontlines during crisis. These findings provide useful insights into the ‘experiential dimension’ of civil conflict at schools in conflict zones and implications for educational programming.  相似文献   

19.
ABSTRACT

This article investigates socialist China’s pedagogic treatment of individuality between 1949 and 1958, with a focus on the debates concerning ‘all-round development’ and ‘teaching in accordance with aptitude’, two principles that clashed regarding students’ individuality. It reconstructs how educational bureaucrat and theorist Zhang Lingguang spearheaded the debates in People’s Education, China’s leading educational journal. Building on the existing idealistic, critical and cultural perspectives on the debates, this article offers an analysis of power dynamics on three levels. Interpersonally, bureaucrats and ideologues were in conflict with ordinary teachers from local schools. Institutionally, People’s Education mediated between the Ministry of Education and teachers nationwide, while managing its accountability. (Inter)nationally, the debates were conditioned by the changing Sino–Soviet relationship, and by the Hundred Flowers Campaign.  相似文献   

20.
This paper presents a research‐based, theoretically‐informed contribution to the debate on ‘impact’ in educational research, and specifically a response to Gardner's 2011 presidential address to the British Educational Research Association. It begins by discussing the development of the research ‘impact’ agenda as a global phenomenon, and reviews the current state of debate about ‘impact’ in the UK's Research Excellence Framework. It goes on to argue that a radical alternative perspective on this agenda is needed, and outlines Bourdieu's sociology—including his much‐neglected concept of illusio—as offering potential for generating critical insights into demands for ‘impact’. The term illusio in particular calls us to examine the ‘stakes’ that matter in the field of educational research: the objects of value that elicit commitment from players and are ‘worth the candle’. This framework is then applied first to analyse an account of how an ESRC‐funded project that I led was received by different research ‘users’ as we sought to generate impact for our findings. Second, it is used to show that the field of educational research has changed; that it has bifurcated between the field of research production and that of research reception; and that the former is being subordinated to the latter. The paper concludes by arguing that, despite many educational researchers' commitments to ‘make a difference’ in wider society, the research ‘impact’ imperative is one that encroaches on academic freedom; and that academics need to find collective ways in which to resist it.  相似文献   

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