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1.
Trends in curriculum reform recognise the need to develop skills and competencies in addition to specifying what knowledge should be taught and when. However, a balance between skills and knowledge is sometimes difficult to achieve. In this paper which takes mathematics as the focus, we consider reform currently underway in Wales, from the perspective of a ‘knowledge approach’ and from the perspective of the Successful Futures report which is, we argue, driven more by a skills approach at the heart of which are ‘four purposes’: developing young people as ambitious, capable learners; enterprising, creative contributors; ethical, informed citizens; and healthy, confident individuals. Our interest is in the contribution that mathematics makes to the four purposes; and contribution that the four purposes make (or do not make) to the development of a school mathematics curriculum. After outlining the background and context, the paper consults literature and experts to consider what mathematics is and how the learning of mathematics can be seen to fulfil the four purposes. The study contributes to understanding the difficulties of re-contextualising school subjects from the academic disciplines and proposes that operating with a curriculum driven by big ideas or overarching statements places higher demands on teacher knowledge.  相似文献   

2.
This article attempts to extend and deepen the conversation concerning the knowledge-based approach to curriculum espoused by Michael Young in his 2013 JCS paper through revisiting the structure of the disciplines thinking of Joseph Schwab and German Didaktik. It argues that curriculum making requires a theory of knowledge that not only differentiates different types of knowledge but also elucidates the concepts, theories, methods and habits of mind within a particular knowledge type that contribute to the cultivation of students’ intellectual and moral powers or capacities. Furthermore, it needs a theory of content that addresses how knowledge is selected and transformed into curriculum content, what educational potential content has, and how such potential can be disclosed or unlocked for the cultivation.  相似文献   

3.
From the vantage point of liberal education, this article attempts to contribute to the conversation initiated by Michael Young and his colleagues on ‘bringing knowledge back’ into the current global discourse on curriculum policy and practice. The contribution is made through revisiting the knowledge-its-own-end thesis associated with Newman and Hirst, Bildung-centred Didaktik and the Schwabian model of a liberal education. The central thesis is that if education is centrally concerned with the cultivation of human powers (capacities, ways of thinking, dispositions), then knowledge needs to be seen as an important resource for that cultivation. A theory of knowledge is needed that conceives the significance of knowledge in ways productive of this cultivation. Furthermore, a theory of content is needed that concerns how knowledge is selected and translated into curriculum content and how content can be analysed and unpacked in ways that open up manifold opportunities for cultivating human powers.  相似文献   

4.
To what needs and purposes should the primary curriculum be chiefly directed in the coming decades? In a first step towards revising the primary curriculum, the National Council for Curriculum and Assessment (NCCA) invited responses to an open online call to ‘have your say’ on priorities for primary education. Respondents were asked to share their views in 100 words or less. Six priorities for primary education were identified across the 960 responses. These focused on developing children's life-skills; communication skills; well-being; literacy and numeracy skills; motivation and engagement; and their sense of identity and belonging. Across the priorities, there is recognition that skills learned in the primary years are related to one another and the extent to which children develop these is likely to have wide-ranging effects on their future experience as learners. Findings call for a revision of traditional, content-based curriculum subjects towards a better alignment with the needs of today's primary school children beginning with a more explicit focus on life-skills, and children's social and emotional development. Finally, we note the common ground across early childhood, primary and post-primary sectors and highlight the potential to align our values and vision for children and young people's education from the earliest years through adulthood.  相似文献   

5.
Many people from non-dominant backgrounds or believers from various religions want their children to acquire the best modern knowledge and to remain open to their home cultures and beliefs. However, this double aspiration poses complex challenges, and most scholars have either stressed the importance of addressing identity (and diversity) issues, or claimed that the key is to give everyone access to powerful knowledge. Beginning from curriculum studies’ alleged crisis and its relation to this dichotomy, this paper suggests that bridging concern for diverse identities and access to powerful knowledge implies devising curricula that allow for issues that are transversal to the disciplines without collapsing the boundaries between them. Since this has been generally difficult to develop, the paper reflects on the kind of curriculum integration that is needed, arriving at the idea of interstitial curriculum or connective tissue amid the disciplines. Subsequently, unique features of the International Baccalaureate Diploma Program (IBDP) are presented to exemplify these curricular interstices, and how they help to deal with the epistemological challenges posed by the initially mentioned double aspiration of many families at present.  相似文献   

6.
Lee Jerome 《Compare》2018,48(4):483-499
Contemporary citizenship education tends to focus on the development of skills through real experiences, which has led to a relative neglect or simplification of knowledge and understanding. This article outlines a framework for analysing citizenship curricula drawing on Young’s notion of ‘powerful knowledge’ and ‘knowledge of the powerful’ and on Shulman’s account of subject knowledge, which includes substantive concepts and epistemic criteria. These ideas are used to analyse the citizenship curricula in the four nations of the UK and Ireland to assess the extent to which they provide an adequate account of knowledge and understanding of citizenship. The article concludes that it is important to reconsider the relationship between the genuinely educational aspects of citizenship education (where ‘powerful knowledge’ opens up new and diverse understandings) from the normative aims, which are more akin to a form of socialisation (where ‘knowledge of the powerful’ closes down certain possibilities).  相似文献   

7.
Consumer confidence and trust, as it relates to the food system, is one of the most sensitive areas within consumers’ understanding of food. Surveys have shown that a large majority of people would like to learn more about agriculture and food manufacturing, with young people being among those most eager for more information about where their food comes from. Food‐focused educational resources often go unused due to teachers’ lack of familiarity with the subject area, the pressures of standardized testing, and lack of alignment to state content standards. Building on the success of the Hands On Classrooms platform that developed and validated curricula with high adoption rates by teachers and a demonstrated impact on student knowledge and self‐efficacy, a new curriculum on food system and food processing was developed and pilot tested. Two teachers from rural Virginia and Tennessee participated in the study. Both teachers received online professional development prior to implementation. Students were given pretests and posttests to measure (a) what impact does the curriculum have on students’ knowledge of food systems and processing and (b) to what extent does the curriculum have an impact on student's self‐reported skills related to these topics? A total of 87 students completed the assessments and showed significant improvements from pretest to posttest on both knowledge (p < .001) and skills (p < .001) related specifically to where food comes from and how it is processed, content that is typically not covered in middle school curriculum. Further research can be undertaken to measure the impact on others in different geographic and socioeconomic areas to provide additional data to validate the program.  相似文献   

8.
Background: Teacher knowledge continues to be a topic of debate in Australasia and in other parts of the world. There have been many attempts by mathematics educators and researchers to define the knowledge needed by teachers to teach mathematics effectively. A plethora of terms, such as mathematical content knowledge, pedagogical content knowledge, horizon content knowledge and specialised content knowledge, have been used to describe aspects of such knowledge.

Purpose: This paper proposes a model for teacher knowledge in mathematics that embraces and develops aspects of earlier models. It focuses on the notions of contingent knowledge and the connectedness of ‘big ideas’ of mathematics to enact what is described as ‘powerful teaching’. It involves the teacher’s ability to set up and provoke contingent moments to extend children’s mathematical horizons. The model proposed here considers the various cognitive and affective components and domains that teachers may require to enact ‘powerful teaching’. The intention is to validate the proposed model empirically during a future stage of research.

Sources of evidence: Contingency is described in Rowland’s Knowledge Quartet as the ability to respond to children’s questions, misconceptions and actions and to be able to deviate from a teaching plan as needed. The notion of ‘horizon content knowledge’ (Ball et al.) is a key aspect of the proposed model and has provoked a discussion in this article about students’ mathematical horizons and what these might comprise. Together with a deep mathematical content knowledge and a sensibility for students and their mathematical horizons, these ideas form the foundations of the proposed model.

Main argument: It follows that a deeper level of knowledge might enable a teacher to respond better and to plan and anticipate contingent moments. By taking this further and considering teacher knowledge as ‘dynamic’, this paper suggests that instead of responding to contingent events, ‘powerful teaching’ is about provoking contingent events. This necessarily requires a broad, connected content knowledge based on ‘big mathematical ideas’, a sound knowledge of pedagogies and an understanding of common misconceptions in order to be able to engineer contingent moments.

Conclusions: In order to place genuine problem-solving at the heart of learning, this paper argues for the idea of planning for contingent events, provoking them and ‘setting them up’. The proposed model attempts to represent that process. It is anticipated that the new model will become the framework for an empirical research project, as it undergoes a validation process involving a sample of primary teachers.  相似文献   

9.
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10.
This paper examines Young and Muller's elaboration of Michael Young's concept of powerful knowledge and considers music's alignment with the characteristics theorised as distinguishing this type of knowledge. Consideration of the concept in relation to music may be timely as music teachers continue to grapple with the problem of knowing what knowledge to include within the parameters of a school curriculum. The concept of powerful knowledge may provide us with a fresh way of considering what school music may have to offer in such a noisy and musically heterogeneous world. This curricular challenge, however, is by no means unique to music, even though it may be exacerbated in music which is so open to the forces of cultural change. I argue that access to this knowledge occurs by placing abstract concepts at the centre of curriculum conception as the means to mediate the space between everyday knowledge and the more vertical discourse of school knowledge. It is in this ‘academic’ space that students can come to understand and utilise music as a form of powerful knowledge, when epistemic understanding illuminates the experiential and aesthetic dimensions of musical experiences.  相似文献   

11.
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   

12.
Background:?The matter of teacher knowledge in the curriculum subject of English is not simple. Certainly it is not easy to delineate what its ‘content knowledge’ should be and how this relates to other aspects of teacher knowledge. In the context of education policy in England, at a time of change when the nature of the subject and its pedagogy are under scrutiny, the issue acquires heightened relevance from an initial teacher preparation perspective.

Purpose:?This paper sets out to consider the following questions: how do teachers of English acquire their teacher knowledge? What is known about the nuanced process of teacher knowledge development in English? Curriculum content is one element of teacher knowledge, but in the literary domain of English it does not suffice to specify what and how much should be read. The questions are discussed from the perspective of the knowledge development of postgraduate English teachers during initial teacher preparation.

Sources of evidence:?Literature concerning the development of teacher knowledge and expertise both generally and in the curriculum subject of English is critically discussed. Within the literature, the notion of the mentor–novice dialogue is identified as an important way of developing teacher knowledge. Alongside the literature, three illustrative mentor accounts are presented, drawn from the experience of postgraduate students learning to teach English to secondary school pupils.

Main argument:?The mentor accounts suggest that the boundaries of English are not easily demarcated. They indicate that the knowledge developed is other than the ‘content’ knowledge that might be acquired through initial degree studies. It is argued that teacher education demands a conception of teaching that takes full account of this knowledge development. At the same time, specific dispositions that do not automatically follow from prior academic attainment appear to be relevant. It is suggested that how these are cultivated, and how they are distinctive to the subject discipline are important questions for initial teacher preparation.

Conclusions:?Whatever the new contexts for initial teacher preparation, understanding how teachers acquire and apply ‘teacherly’ knowledge deserves as much attention as the content of a subject or the prior attainment of entrants to the profession. Initial teacher preparation arrangements need to acknowledge the complexity of learning to teach English as a curriculum subject. Learning to teach is a nuanced process, requiring engagement with a dedicated pedagogical content knowledge. In literary English teaching, this comprises attention to micro and macro aspects concurrently, for example through attention to individual texts concurrent with consideration of conceptions of readers and reading.  相似文献   

13.
ABSTRACT

Michael Young’s work is central to debates about knowledge and the school curriculum. In recent years he has renounced his early argument that school subjects represent the ‘knowledge of the powerful’, arguing instead that access and equality for all students are dependent on ensuring that all get access to ‘powerful knowledge’. This paper provides an interpretation of Young’s work.  相似文献   

14.
Abstract

This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and self-cultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that Emerson, particularly in how he is taken up by Cavell, shows that such a turn is already present in the processes of children inheriting, learning, and improvising with language. This improvisatory outlook on moral education is contrasted with common goals of moral education prescribed in early childhood education where the Swedish Curriculum for the Preschool Lpfö 98 is used as an example.  相似文献   

15.
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16.
This article examines the intersecting logics of human capital and national security underpinning the corporate school reform movement in the United States. Taking a 2012 policy report by the Council on Foreign Relations as an entry point, it suggests that these logics are incoherent not only on their own narrow instrumental terms, but also more importantly in terms of progressive ideals of human and educational flourishing. The article proceeds to draw on discussions within the fields of international relations and critical security studies in order to think through what it might mean to reframe educational policy within the terms of human security rather than human capital and national security. It further explores both the possibilities and distinct limitations of extant human security discourses and policies in relation to global neoliberal governance and biopolitics. The article concludes by advocating for a critical human security framework in educational policy along three conceptual lines: (1) A Human beyond Human Capital; (2) Symbiotic Parallelism; and (3) Altersecurity. Ultimately, it suggests that human security for educational flourishing might offer insight into transcending the idea of security altogether.  相似文献   

17.
The argumentation in this paper is grounded in a critical and conceptual analysis of Ted Aoki’s phenomenology, wherein curriculum is read as phenomenological text. The problem explored emerges from Aoki’s critique of the Tyler rationale for curriculum design, implementation and evaluation as it is conceived and practised in contemporary standardized education, which is driven by the ideology of social efficiency. Aoki focuses on the way in which the scientific and technical modes of curriculum implementation preclude particular modes of Being-in-the-world because curriculum implementation, as a technical and instrumental process, reduces both educators and students to epistemological subjects, and beyond, objects of knowledge. By focusing on curriculum implementation as a form of ‘situational-praxis’ as opposed to ‘instrumental-action’, this paper concludes, it is possible to put educators and students in touch with the ontological aspects of their Being-in-the-world. Aoki’s practice of phenomenology reveals an understanding of an attuned mode of human transcendence in learning, which opens the possibility for an authentic educational experience where educators and students dwell in the midst of the curriculum’s unfolding as an ontological phenomenon.  相似文献   

18.
The idea of threshold concepts (TC) has been well received across the higher education community. However the concept’s framework is still evolving and the literature uses the framework in different ways. Just over a decade since the idea first captured interest, it is opportune to explore the nature of that discourse, and the kinds of enquiry undertaken to date. This article reports on a qualitative synthesis that analyses published research on TC in health sciences. It provides a fresh perspective on the literature to identify key themes. Inducting students into complex practices; beyond concepts and developing students’ agency, are the three themes to arise from our findings. These themes offer insights on the ways TC have been used to develop scholarly curriculum, teaching and learning practices. They not only reflect the concerns of the community, but represent a set of empirically based principles for curriculum and course design.  相似文献   

19.
In this article, we examine a case of innovation in curriculum and pedagogy at a new school in the UK. We begin by outlining the 3 Futures model, which we use as a methodological heuristic in the case study of the school that appears to be both knowledge-led and learner-engaged; characteristics of the Future 3 scenario. In considering the school's curriculum, we also draw on a number of concepts from the work of Basil Bernstein: classification, framing and the idea of open schools, and a curriculum integration model developed by us to consider the degree of epistemic emphasis in the school's predominantly interdisciplinary curriculum. Together, these concepts provide the means to examine the organising principles of practice operating in the school, as links are drawn between the 3 Futures model, Bernstein's concepts and the data. We theorise this as a form of ‘opening up’, suggesting that even within the context of an interdisciplinary curriculum, access to powerful knowledge may be maintained in a whole-school approach where the demands of both knowledge and knowers are brought into balance. The school's approach and the theorisation we offer may provide insights for other schools embarking on a futures model for education and for twenty-first-century educational discourses more generally.  相似文献   

20.
The development of key competences for lifelong learning has been an important policy imperative for EU Member States. The European Reference Framework of key competences (2006) built on previous developments by the OECD, UNESCO and Member States themselves. It defined key competences as knowledge, skills and attitudes applied appropriately to contexts. Now most Member States have incorporated key competences, or similarly broad learning outcomes, into their school curriculum frameworks. This is a necessary but insufficient step towards implementation; for the effective development of learners' key competences, assessment must also change. This article focuses on the challenge of assessing cross-curricular key competences in primary and secondary education. It is based on a major study for the European Commission (Gordon, et al., 2009), which drew on information gathered and validated with the help of experts in each of the 27 EU Member States. The study's typology of assessment provides a basis for reviewing some recent developments in Member States. Present challenges and innovative responses are addressed, including ‘unpacking’ key competences, ‘mapping’ them to contexts and ‘accessment’ of their full scope and range. Policy developments are considered in the context of the author's work with the European Commission's Thematic Working Group on the assessment of key competences. The article concludes with considerations for policy and practice.  相似文献   

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