Showing papers in "Curriculum Inquiry in 2018"
TL;DR: Since the passing of the No Child Left Behind Act of 2001 (NCLB), neoliberal policies, such as standardized curriculum, high-stakes tests, accountability measures, school choice, and charter sc...
Abstract: Since the passing of the No Child Left Behind Act of 2001 (NCLB), neoliberal policies, such as standardized curriculum, high-stakes tests, accountability measures, school choice, charter sc...
39 citations
TL;DR: In this paper, the authors critically and generatively encounter emergent curriculum, drawing from their experiences working as pedagogistas in three different early childhood education centres i.i.d.
Abstract: In this article, the authors critically and generatively encounter emergent curriculum, drawing from their experiences working as pedagogistas in three different early childhood education centres i...
38 citations
TL;DR: The authors explored the disjuncture between refugee's pre-migratory educational aspirations and their everyday encounters with urban public schools and found that the divergences between the two were significant.
Abstract: This article explores the disjuncture between refugee's pre-migratory educational aspirations and their everyday encounters with urban public schools. This study engages with two main quest...
27 citations
TL;DR: In recent decades, nations across Asia have been going through massive social, economic, and political transitions (Bell & Li, 2013; Chua, 2010; Lim & Apple, 2016).
Abstract: In recent decades, nations across Asia have gone through – indeed are going through – massive social, economic, and political transitions (Bell & Li, 2013; Chua, 2010; Lim & Apple, 2016). Governed ...
23 citations
TL;DR: The authors examines how notions of health and citizenship have become entangled in US science education reforms targeting particular populations, and how current science education policy assumes that health and education policy assume that mar...
Abstract: This article examines how notions of health and citizenship have become entangled in US science education reforms targeting particular populations. Current science education policy assumes that mar...
23 citations
TL;DR: The authors examines the bureaucratization of education from a political point of view in US-based educational research, and concludes that "the bureaucratisation of education has been interpreted primarily from economic points of view".
Abstract: In US-based educational research, the bureaucratization of education has been interpreted primarily from economic points of view. This paper examines bureaucracy and education from a political pers...
21 citations
TL;DR: In Canada, territorial acknowledgments of Indigenous peoples, places, and settler-colonial histories have become a common practice among settlers in Canadian universities and activist spaces as discussed by the authors. But while these terr...
Abstract: Territorial acknowledgments of Indigenous peoples, places, and settler-colonial histories have become a common practice among settlers in Canadian universities and activist spaces. While these terr...
21 citations
TL;DR: Since 2010, the number of urban Chinese high-school students applying to US universities has rapidly grown as mentioned in this paper, and many of these students have chosen emerging international curriculum programs established in the US.
Abstract: Since 2010, the number of urban Chinese high-school students applying to US universities has rapidly grown. Many of these students have chosen emerging international curriculum programs established...
20 citations
TL;DR: In this article, a brief overview of feminist standpoint theories, as well as how Native feminist theories complicate and enrich this political and epistemic tradition, is provided, along with a discussion of the role of Native women in women's empowerment.
Abstract: In this article I provide a brief overview of feminist standpoint theories, as well as how Native feminist theories complicate and enrich this political and epistemic tradition. Following this over...
20 citations
TL;DR: The authors highlights and extends the distinct and critical work of Black Girlhood Studies with a particular focus on how it differentially engages Black girls and Black girlhood, taking readers on a journey of rumination through my exploration of coming to understand reliability as taught to me by Black girls.
Abstract: This essay highlights and extends the distinct and critical work of Black Girlhood Studies. With a particular focus on how it differentially engages Black girls and Black girlhood, it takes readers on a journey of rumination through my exploration of coming to understand reliability as taught to me by Black girls and Black girl celebratory spaces. Utilizing poetics and reflexive writing, this essay names and elucidates three facets of reliability – tracing, collective grounding, and embracing paradox. Overall this essay describes reliability as an important Black girl pedagogy and articulates the cultural and educational importance of Black girlhood and Black girl celebratory spaces.
19 citations
TL;DR: In this paper, the authors investigate the portrayal of colonialism and Indigenous peoples in curricula and textbooks in the province of Ontario, Canada, focusing on the curricular documents and the textbooks.
Abstract: This article investigates the portrayal of colonialism and Indigenous peoples in curricula and textbooks in the province of Ontario, Canada. The analysis is focused on the curricular documents and ...
TL;DR: The Caucus of Working Educators as mentioned in this paper has displayed shifts in how it frames the central problems facing public education since its emergence in 2014, and the Caucus has become a powerful force in public education reform.
Abstract: Philadelphia’s teacher-led activist group, the Caucus of Working Educators, has displayed shifts in how it frames the central problems facing public education since its emergence in 2014. I...
TL;DR: Still, Nobody Mean More explores how Black youth constructed as queer subjects by state apparatuses and sociocultural institutions encounter, survive, and resist premature death as mentioned in this paper, and explores how black youth encounter and survive premature death.
Abstract: Still, Nobody Mean More explores how Black youth constructed as queer subjects by state apparatuses and sociocultural institutions encounter, survive, and resist premature death. Engaging with wome...
TL;DR: The authors used the idea of hospitality to explore how educative practices contribute to the making of citizens at Light Falls High School (LHS), a suburban American secondary school that professes a strong commitment to racial equity and global awareness.
Abstract: This article utilizes the idea of hospitality to explore how educative practices contribute to the making of citizens at Light Falls High School (LHS), a suburban American secondary school that professes a strong commitment to racial equity and global awareness. The data are derived from an ethnographic case study which took place in 2013–2014. I primarily draw upon the classroom experiences and narratives of transnational youth – those with social lives, cultural practices, and notions of self that are not bounded by one nation – and several educators to tell the story of hospitality at LHS. Three techniques emerged by which conditional hospitality shaped the possibilities of welcome and recognition of transnational students – questioning attachment, conditioning speech, and conditioning space – and these in turn constitute normative thresholds that fix these students in difference, delimit their belonging, and constrain their possibilities of membership. The gift of welcome meant to make non-nor...
TL;DR: In this paper, the author said, "we are drowning here still in the difficultyas if the faces in the images hold all the consequencesand the fiction of the facts assumes randomness and indeterminacy."
Abstract: we are drowning herestill in the difficultyas if the faces in the images hold all the consequencesand the fiction of the facts assumes randomness and indeterminacyHe said, I don't know what the wat...
TL;DR: To remove cultural bias is critical for the legitimacy of Programme for International Student Assessment (PISA) as an internationally reliable academic assessment as discussed by the authors. But, since its inception, PISA has mad...
Abstract: To remove cultural bias is critical for the legitimacy of Programme for International Student Assessment (PISA) as an internationally reliable academic assessment. Since its inception, PISA has mad...
TL;DR: The authors traces the conditions that made possible the legislation of police surveillance of schools as a "solution" to the "problems" of convivencia in school, during a period of social and race discrimination.
Abstract: This article traces the conditions that made possible the legislation of police surveillance of schools as a “solution” to the “problems” of convivencia in school, during a period of social and rac...
TL;DR: In this paper, a yearlong ethnography in a secondary school in Spain was used to trace a number of dilemmas associated with the forming of citizenship identities in a citizenship education class, highlighting how through text/talk the normative citizen and notions of "il/legality" were produced in ways that were consequential for immigrant youth's sense of belonging.
Abstract: As European democracies undergo dramatic demographic shifts, they look to civics education to create social cohesion and produce a “democratic” citizenry. Such a project, however, is not without its tensions and contradictions. Drawing on findings from a yearlong ethnography in a secondary school in Spain, this article traces a number of dilemmas associated with the forming of citizenship identities in a citizenship education class. The analysis highlights how through text/talk the “normative citizen” and notions of “il/legality” were produced in ways that were consequential for immigrant youth's sense of belonging. It further examines how citizenship education, operated as an inherently disciplinary space where immigrant youth were governed as particular kinds of subjects. Drawing upon Foucault's formulations of biopower, it sheds light on the seemingly benign social mechanisms operating within classrooms and schools that are productive of hierarchies of personhood—bounded distinctions between al...
TL;DR: In early 2014, a group of senior high school teachers initiated a series of campaigns to fight against the imposition of a revised history and citizenship education curriculum, an unpr... as discussed by the authors.
Abstract: In early 2014, a group of senior high school teachers initiated a series of campaigns to fight against the government's imposition of a revised history and citizenship education curriculum, an unpr...
TL;DR: The authors explored the ways in which, in an ostensibly meritocratic education system, ideas about students' cultural back-propagation about culture and pedagogy about themselves were warped.
Abstract: Drawing upon insights gained from the extant work on culture and pedagogy, this paper explores the ways in which, in an ostensibly meritocratic education system, ideas about students’ cultural back...
TL;DR: The authors examine the ways Muslim and non-Muslim bodies are spatially related to the settler nation-state of Canada, to reveal how outsider subjectivities are constructed and maintained, and argue that these events were explicitly pedagogical and demonstrate how spatiality and subjectivity are produced along the racial lines of the nation.
Abstract: What are the pedagogical encounters through which we learn about hierarchies of citizenship and the positions to which we belong in a nation? In this article, we seek to answer this question by examining the ways Muslim and non-Muslim bodies are spatially related to the settler nation-state of Canada, to reveal how outsider subjectivities are constructed and maintained. We articulate the ways spatiality and subjectivity are intertwined with how normative and non-normative citizenship is learned. This relationship is examined through the events of the Parliament Hill shooting in Ottawa in 2014, and the subsequent state funeral held in the city where the authors live. We argue that these events were explicitly pedagogical and demonstrate the ways spatial subjectivities are produced along the racial lines of the nation. We trace how spatiality and subjectivity are interwoven in conceptions of Canadian citizenship, how these relationships prioritize the maintenance of a normative white settler citizen...
TL;DR: This article argued that the battle for control over the implementation of moral and national education (MNE) in Hong Kong came to a stand-still when in 2012 anti-MNE student protests triumphantly saw it being shelved.
Abstract: The implementation of moral and national education (MNE) in Hong Kong came to a stand-still when in 2012 anti-MNE student protests triumphantly saw it being shelved. Many perceived MNE as indoctrination and politically motivated by the leadership. Five years have gone by since the demise of the MNE. Ostensibly, the struggle for hegemonic control over the MNE curriculum is lost for the moment. However, this paper argues that the battle for control over the implementation of MNE is not yet over. Simmering politics about the shelved MNE continues to be a point of debate in the media. I frame this argument using “subterfuge hegemony” in conjunction with analysis of news discourse on the MNE debate to demonstrate how hegemonic work is carried out in South China Morning Post. Such a line of inquiry and analyses is significant as it offers the chance to deconstruct the differing interests and power relations around a high stake citizenship/civics education. It also throws light on the on-going tensions b...
TL;DR: In this article, the authors argue that education sites, particularly in situations of conflict and transition, can play multiple and changing roles, including validating reproductions of state-sanctioned citizenship along exclusive stra...
Abstract: Education sites, particularly in situations of conflict and transition, can play multiple and changing roles, including validating reproductions of state-sanctioned citizenship along exclusive stra...
TL;DR: In this paper, the characteristics of a progressive school-change project in South Korea called the Hyukshin School (HS) movement are examined, where public schools are public schools that are intended to dissemina...
Abstract: In this article, we examine the characteristics of a progressive school-change project in South Korea called the Hyukshin School (HS) movement. HSs are public schools that are intended to dissemina...
TL;DR: The authors conducted an exploratory qualitative study intended to deepen understandings of learners' desires for English, the images they associate with the English language, and what these might suggest for an Engli...
Abstract: This exploratory qualitative study intended to deepen understandings of learners’ desires for English, the images they associate with the English language, and what these might suggest for an Engli...
TL;DR: In this paper, the authors explore the relationship between curricula and students' lived curricula, and conclude that there are many curricula as many as there are self and students, and possibly more.
Abstract: “(T)here are many lived curricula,” Ted T. Aoki (1993) asserts, “as many as there are self and students, and possibly more” (p. 258). The articles in this issue of Curriculum Inquiry explore the “m...
TL;DR: The authors describe how a curriculum of dislocation produces subjectivities offered in discourses that center "First World"/Eurocentric/developed subject positions through nation state framers, and describe how such a curriculum produces subjectivity offered by discourses.
Abstract: In this article, I describe how a curriculum of dislocation produces subjectivities offered in discourses that centre “First World”/Eurocentric/developed subject positions through nation state fram...
TL;DR: In this article, the authors highlight core values linked with Indigenous ways of conceptualizing community and education, and explore Indigenous tensions with restrictive historical policies with respect to community, education and community.
Abstract: This article highlights core values linked with Indigenous ways of conceptualizing community and education. In doing so, this work explores Indigenous tensions with restrictive historical policies ...
TL;DR: The authors examines the most recent national-level textbook writing process in India during which activists, academics, and government bureaucrats came together to produce texts guided by the authors' beliefs and beliefs.
Abstract: The article examines the most recent national-level textbook writing process in India during which activists, academics, and government bureaucrats came together to produce texts guided by ...
TL;DR: There is a new wave of critical educational studies by East Asian scholars that takes up the educational and cultural systems where they were educated and where they live and work as discussed by the authors, which is called Critical Educational Studies (CES).
Abstract: There is a new wave of critical educational studies by East Asian scholars that takes up the educational and cultural systems where they were educated and where they live and work. Standpoint matte...