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1.
North American curriculum theorists Gonzales and Moll and their colleagues have argued that working with children's ‘funds of knowledge’ allows teachers to build on what children already know in order to meet the mandated outcomes. The approach also has the potential to change the knowledges that are valued and which advantage some children over others. In this article we examine three instances in which children's ‘funds of knowledge’ leaked into English classrooms: these were not fully taken up. We suggest that these instances represent opportunities wasted, but that they offer some insight into the challenges of introducing a ‘funds of knowledge’ approach into the English ‘curriculum space’, as well as some of the possibilities. We suggest that while there are current initiatives which do work with children's peer and family knowledges, these are isolated and that coordinated debate is required about the potentials of such an approach in the English context. 相似文献
2.
For more than 20 years, Gunther Kress has made a powerful contribution to the debate about the English curriculum. The National Literacy Strategy represents an official endorsement of his ideas, particularly concerning the explicit teaching of ‘non‐fictional’ genres. In this sense, Kress's work exerts a significant influence upon the pedagogy and practice of the contemporary English classroom. Interestingly, however, research suggests that many practitioners still feel committed to earlier, deep‐rooted traditions which place personal engagement with literature at the heart of the English curriculum—a theoretical position which Kress has done much to critique. 相似文献
3.
Recently in the UK there have been dramatic changes in the state provision of early years education and care, most notably the introduction of the Qualifications and Curriculum Authority's ‘early learning goals’ in 1999 and ‘curriculum guidance for the foundation stage’ in 2000. Outlining the context in which these changes came to take place, this research begins to consider how we might understand children's experiences of this policy in practice in their reception year. Valuing children's potential as participants in research, a play‐based activity was designed to ensure that the process of generating data would be meaningful to the children as well as to the researcher. Analysis of the discourse highlights themes of early education that were of importance to the children. Further discussion of these themes offers insight into how concepts of work and play might be linked to the role of the adult‐in‐charge, potentially undermining opportunities for learning; and how concepts of the individual, normalisation and the individualised academic curriculum promoted by national policy stand opposed to a notion of community on which the children place great emphasis. 相似文献
4.
Finding the common ground: Teachers' and employers' representations of English in an assessment context 
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下载免费PDF全文 There has been a long‐standing debate about how ‘English’ can be defined. Educational policy changes have typically been driven by differing representations of the subject, and have ranged from broad ‘aesthetic’ definitions to more narrow ‘functional’ views. The present study aims to analyse areas of consensus and contention in stakeholders' discourse regarding English. A questionnaire‐based survey and focus groups were used to explore how teachers and employers viewed English as a subject. Their views were conceptualised into three themes: the importance of functional English; English as atomistic versus holistic study; and English as critical thought. These themes are discussed in relation to historical definitions of ‘English’, and their implications for the future reform of English qualifications. 相似文献
5.
Worlds Apart: a comparative analysis of discourses of English in the curricula of England and Australia 下载免费PDF全文
下载免费PDF全文 Paul D Gardner 《English in Education》2017,51(2):170-187
A comparative analysis of English in the primary curricula of England and Australia reveals markedly different policy perspectives of the functions and purposes of language, literacy and literature in these two Anglophone countries. Whilst the Australian curriculum incorporates ‘the basics’ with broader socio‐linguistic views of language in an attempt to construct breadth and balance, the English curriculum is predominantly a didactic adherence to ‘the old basics’. Using discourse and content analysis, a systematic review of the two curricula is undertaken and evaluated by applying Cox's five models of English and Kalantzis et al.'s four paradigms of literacy. The results of this study have important implications for teachers, academics and policy‐makers in all Anglophone countries, especially the two countries that are the focus of the study. 相似文献
6.
ABSTRACTDiscourse has featured in studies of educational policy as an analytic and methodological tool, theoretical frame, realm of implication, and even a foundational definition of educational policy itself (e.g.) Despite the centrality of discourse as a frame for exploring educational policy and its implications, the ways that discourse is defined or operationalized in educational policy research are often left implicit which can lead to murky relations to larger onto-epistemological questions of how we construct findings from data as well as the nature of policy. In this interpretive analysis, we synthesize a corpus of 37 peer-reviewed journal articles that bring together educational policy and analyses of discourse from varying theoretical and methodological perspectives in order to better understand the breadth and scope of how discourse is defined and operationalized in studies of educational policy, including in ways that are sometimes incommensurate with authors' stated theoretical and methodological positions. After first laying the theoretical groundwork for analyses of discourse in the field of educational policy, we then illustrate how discourse analysis is used differently, and sometimes inconsistently, within contested paradigmatic landscapes. We conclude with an argument for discussions across theoretical frameworks and methodological paradigms about how the concept of discourse lends itself to different epistemological vantage points on educational policy. 相似文献
7.
《Ethnography and Education》2013,8(2):140-152
To identify the possibilities for collaborative professional development; a research-driven model was adopted to assist an English First Additional Language teacher to appreciate how he could teach effectively by using an approach that takes into account the students' culture. Using critical observation and stimulated recall discussion, this study examined how his teaching addressed the requirements of the curriculum policy. Evidence points to a reluctance to consider this policy. The teacher's disposition posed challenges to the research process. We suggest that such research could be used effectively if policy were to clarify how a ‘new field’ could contribute to the public good and teachers' development of a ‘new habitus’. In conclusion, we explain how the envisaged outcomes of policy are underpinned by a notion of cultural harmony that has to inform teaching. 相似文献
8.
《Journal of Language, Identity & Education》2013,12(3):159-190
The issue of grammar and its explicit teaching has recently reemerged in Singapore as a topic both within the English teaching profession and in public discourse about education. As studies in other educational contexts have shown, debates about the role of grammar in political discussions and in the popular media typically proceed in terms of a discourse of crisis and falling standards. As such, they recycle certain claims and images characterized by "myth, caricature and limited forms of binary or oppositional thinking" (Green & Beavis, 1996, p. 1). My particular interest is in the ways in which this discourse of crisis constructs Standard English and the local vernacular, as well as English-language teachers and the role of grammar teaching. This article undertakes a critical reading of the media texts around the debate and examines them in terms of their overall generic staging as well as Silverstein's (1996; reviewed in Collins, 1999) semiotic framework that he proposed for the analysis of contemporary preoccupations about standard language in the United States. 相似文献
9.
林小玲 《南昌教育学院学报》2011,(12):121-122
针对语法教学在语言教学中的地位及当前高中新课程背景下英语教师们对语法教学的迷惘困境,探讨了英语语法在高中英语新课程教学中的地位与作用;指出在新课程的背景下语法教学的争论不在于是否应该教语法,而是在于什么时候教、如何教的问题;并提出如何运用有效的教学方法组织英语语法教学,从而促进高中新课程中的英语教学。 相似文献
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David Cassels Johnson Crissa Stephens Joan Johnston Nelson Eric J. Johnson 《教育政策杂志》2018,33(4):488-509
This article considers the impact of the Lau v. Nichols Supreme Court decision on the education of English learners in Washington State, US In particular, we focus on the most popular educational program in the state, Sheltered English Instruction. We first examine how intertextual links to various policy texts and discourses shape Washington language policy and then look at how educators in four school districts interpret and appropriate this policy. Based on fieldwork in four school districts, we argue that English learners are often submerged in English-only classrooms, in which the curriculum is not fundamentally changed to meet their needs, thus denying them equal educational opportunity according to Lau v. Nichols. 相似文献
12.
This article troubles the established discourse of free choice and free play in early childhood education, and develops post-structural approaches to theorising children's agency in the context of institutional and relational power structures. It is widely accepted that planning a curriculum based on children's needs, interests and patterns of learning promotes agency, self-regulation and control. However, contemporary research extends this discourse through critical examination of child-centred and developmental perspectives, and by theorising children's agency as a means of enacting power relationships in play. Using naturalistic, interpretive methods for documenting children's choices of play activities, this small-scale study focuses on 10 children in an Early Years Foundation Stage setting in England. Combining contemporary sociocultural and post-structural theories, the findings indicate that children's choices are situated within shifting power structures and relationships, involving conflict, negotiation, resistance and subversion. These activities create opportunities for exercising and affirming group and individual agency. The study raises critical questions about how children make and manage their choices, and examines the implications for policy and practice in light of restrictive curriculum frameworks. 相似文献
13.
Some research within developmental psychology shows a slow period of development in children's expressive drawings during the primary school years. Developmental researchers suggest that ‘educational factors’ could contribute to this dip in development but have not explored these factors. This study explores links between educational policy – in terms of the English National Curriculum – and the development of expression in child art. A Foucauldian style analysis of interviews is presented which investigates how ten primary school teachers working in two Staffordshire schools approach art. A specific concern is to explore how different understandings of art and teaching practices are shaped and managed by the curriculum. This allows links between the demands of the curriculum and the observed dip in expressive drawing development to be investigated. 相似文献
14.
Despite the current policy prominence of physical education, there is still unease about the subject's educational contribution. In this respect, we are surprised by how seldom John Dewey's writings inform contemporary reviews of aims and values. We outline how his writings on connecting the child and the curriculum and schools with society are relevant to deliberations on how students could derive enhanced meaning from physical education. We address criticisms by Richard Peters of Dewey and discuss related issues on: interest and engagement, problem solving and criteria for personal growth. We discuss how the thinking of Dewey and Valerie Tiberius might inform the development of physical education curricular that are more deeply connected with the lives of students and which promote well-being. In particular, we argue there is a need for future curriculum to be designed in ways that invite students to cultivate informed and stable physical activity habits and values. 相似文献
15.
SUE THOMAS 《Discourse: Studies in the Cultural Politics of Education》2003,24(1):19-33
This paper gives an account of competing public discourses on schooling. In particular, it investigates one newspaper's coverage of the release of an educational report. The paper combines interview data with a critical discourse analysis of newspaper texts to show how media reporting of Queensland schools constructed a preferred discourse on education that represented schools as being in crisis, 'in trouble'. The analysis describes how the paper shaped popular opinion on educational policy through the construction of public discourses of crisis in education. Further, the analysis shows how this discourse positioned particular groups as the authoritative voice on standards in Queensland schools. It shows how, at a time when teacher quality was under question, the media constructed a public discourse that diminished the authority of teachers to speak about education policy, granting that authority to the newspaper's editor, who assumed the people's voice on educational issues. This analysis of the construction of public discourses about education policy gives insights into the media's place in educational policy-making. In so doing, the paper adds to the small body of literature that investigates the relationships between the media and education. 相似文献
16.
Avril Haworth 《Cambridge Journal of Education》2001,31(1):11-23
This paper reviews the history of oracy in the UK over the past decade as it has been articulated in significant national curricular developments, including the National Oracy Project, the National Curriculum for English and the National Literacy Strategy. Starting with Barnes' (1988) evaluation of the political tensions surrounding oracy, I identify conflicting models of oracy embedded in these educational programmes, noting the gradual erosion of the cross-curricular function of oracy in favour of a centralised oracy, controlled by the teacher and related, in complex but subordinate ways, to literacy. I trace these tensions in the classroom discourse of 7-year-old children, speculating about the implications for learners of the competing versions of oracy. Finally, I argue for a reinstatement of oracy as a whole curriculum project and for the recognition of the distinctive role played by small group interaction in realising the kind of whole class 'interactive teaching' nominated most recently in the National Literacy Strategy. 相似文献
17.
We examine how global pressures for competitiveness and gender equality have merged into a discourse of ‘inclusive excellence’ in the twenty-first century and shaped three recent German higher education programmes. After placing these programmes in the larger discourse about gender inequalities, we focus on how they adapt current global concerns about both being ‘the best’ and increasing ‘gender equality’ in locally specific ways, a process called vernacularisation. German equality advocates used ‘meeting international standards’ as leverage, drew on self-governance norms among universities, used formal gender plans as mechanisms to direct change, and set up competition to legitimate intervention. This specific incremental policy path for increasing women's status in German universities also mobilised the national funding agency and local gender equality officers as key actors, and placed particular emphasis on family friendliness as the expression of organisational commitment to gender equality. 相似文献
18.
Sreekanth Yagnamurthy 《Curriculum Journal》2017,28(3):421-441
There is a growing agreement among the academic community, in schools and among researchers, concerning the advantages of formative assessment and the limitations of large-scale assessment. In this paper, the school-based assessment reform of the Central Board of Secondary Education (CBSE) popularly known in India as continuous and comprehensive evaluation (CCE) is studied in the context of the curriculum policy outlined by the National Focus Group (NFG) on Examination Reforms and the National Curriculum Framework 2005 (NCF 2005). The necessity, importance and scope of CCE have been a matter of debate among stakeholders. This paper focuses on how curriculum planners have conceived of school-based assessment and how it is implemented by CBSE. Though CBSE makes extensive reference to NCF 2005 in its manual, its scheme of CCE contradicts with the philosophy of that framework. At the same time, CBSE's CCE is more in alignment with the position of the NFG, which formed the basis for NCF 2005 on students’ assessment. The author considers that these conceptual differences in policy and implementation framework have created confusion. Furthermore, decentralised decision-making on assessment, less rigid recording and reporting procedures, flexible timeframes, and continuous engagement with teachers are necessary for effective implementation of CCE. 相似文献
19.
Current and recent policy around curriculum and pedagogy for English in England has seen a lack of principled thinking about what the subject should be and how it should best serve the needs of children. In postwar England, in London in particular, teachers and academics working within the London Association for the Teaching of English (L.A.T.E.) were engaged in just such principled thinking, driven by the need to formulate a ‘new' English in the context of a changing school landscape and a changing school population. Central to L.A.T.E.'s work was the focus on the child, and the need to devise a model of the subject that was, at its core, responsive to the experience, interests and language of students. Given the direction central policy around English has taken in the past 20 years, this article considers the importance of reevaluating L.A.T.E.'s work, and considers two key conferences in the history of the Association as important watershed moments in the development of these aspects of ‘London' English. In doing so, it argues that the questions for which L.A.T.E. members sought answers are precisely those that should be asked today, but that seem to be absent from policymakers' debates about English. 相似文献
20.
职业教育课程的学科话语与实践话语 总被引：10，自引：0，他引：10
Xu Guoqing associate professor doctorate at the Institute of Vocational Adult Education of Educational College East China Normal University 《教育研究》2007,28(1):51-56
20世纪90年代以来,我国职业教育课程的学科话语与实践话语的争论经历了从“数量”到“逻辑”两个阶段。尽管在学术领域实践话语占据了主导,在实践领域却是学科话语占据着主体。目前,我国职业教育课程正处于从传统的以学科课程为主体的课程模式,转向以项目课程或任务引领型课程为主体的课程模式阶段。职业教育课程从学科话语到实践话语的转换,实际上意味着思考课程问题的思维方式的转换。职业教育课程设计应当充分考虑学生的学习特点,打破从理论到实践的机械课程设计思路,转向让学生在工作实践的基础上,通过自我反思来建构理论知识。 相似文献