Class, Culture and the Curriculum

Lawton, Denis

doi:10.4324/9780203814864

Cited by 54 publications

(11 citation statements)

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“…Teachers and non-PPST students feel jealous of the special treatment provided by the school to all members of the PPST program. Various forms of social jealousy include (1) intimidating PPST students, (2) vilifying PPST students, (3) terrorizing PPST students, (4) demonstrations, (5) PPST students whose value is down scorned, (6) unwilling to see the achievements and advantages instead only focusing on the weakness, (7) non-PPST teachers show apathy towards trainers from outside the school, (8) refusing to talk to the trainer from outside school and do not consider them as part of the school. This certainly becomes an obstacle that must be resolved by the management of PPST.…”

Section: A Contextmentioning

confidence: 99%

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The Evaluation of Development and Improvement Program of Traditional Art (PPST) on The Junior High School

Widjajanti¹,

Samani²,

Mutohir³

2018

Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018)

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Indonesia is a country which well-known for its rich culture and traditional art. Many Indonesia traditional arts have been known to the world. This cannot be separated from the efforts of the people who are in attempt to preserve them. However, nowadays the traditional art enthusiasts are getting fewer. The government through one of its agencies created a program that reintroduced traditional art to the junior high schools called PPST. PPST is applied by the government to several high schools in Indonesia. This study conducted an evaluation related to PPST program in junior high school in Malang. The results show that the PPST program proved its influence in increasing youth people's interest in traditional arts. Some of the obstacles and shortcomings of the PPST program will be discussed.

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Section: A Contextmentioning

confidence: 99%

“…In scientific sense culture is everything that exist in a society. Culture includes everything that is 'manmade': technological artifacts, skill, attitudes, and values [1]. Culture is closely related to tradition in the certain region.…”

Section: Introductionmentioning

confidence: 99%

The Evaluation of Development and Improvement Program of Traditional Art (PPST) on The Junior High School

Widjajanti¹,

Samani²,

Mutohir³

2018

Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018)

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“…Therefore, educational curriculum can be seen to reflect the materialization of the epistemological assumptions advanced by educational policy. Lawton (2012) suggested that curriculum is a selection from the culture, and as highlighted by W. Carr (2006), “there can be no privileged epistemological position that will enable us to transcend the particularities of our culture” (p. 146).…”

Section: Neo-liberalism and Educationmentioning

confidence: 99%

Negotiating Subject Hierarchies

Lynch

McGarr

2014

Educational Policy

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This article critically examines the relationship between recent educational policy and the advancement of second level subject hierarchies in Ireland. The paradox of promoting an individual subject by means of the matriculation system, while also calling for a broad and balanced curriculum, is questioned. The apparent retreat from a commitment to comprehensive education is discussed with respect to a neoliberal agenda in education and a modernist-vocational ideology of curriculum development. The article concludes with a discussion on the place of subject-based curricula and a call for more balanced debate around educational policy which may result in the promotion of subject boundaries.

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“…The spider web of curriculum components (adapted from Van den Akker, 2003) The term "knowledge-rich curriculum" as a mid-way curriculum puts "traditional" and "progressive" as opposites on a continuum rather than a dichotomy. The proposal of the terminology, therefore, is unfamiliar within the context of mainstream education where the pedagogy is over-simplified and polarized in either authoritative or liberal directions (Lawton, 2012). A knowledge-rich curriculum has neither been translated nor applied into mainstream education.…”

Section: Introductionmentioning

confidence: 99%

Towards a Knowledge-rich Curriculum

Dinh

2019

JCSR

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This action research is to develop a framework of knowledge-rich curriculum from the knowledge-based curriculum. Rather than to replace current approaches to knowledge-based learning, this article enriches the knowledge mining orientations with additional criteria for organizing and assessing knowledge to ensure the quality of educational experience through which those orientations are developed. The proposed curriculum is characterized by principles for specific components: content, teacher roles, teaching sequence, and assessment. It presents one typical class session and teacher reflections that actualized the framework put into practice with Secondary education for English as a Foreign Language in Vietnam during 2016-2017 academic year.

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Class, Culture and the Curriculum

Cited by 54 publications

References 0 publications

The Evaluation of Development and Improvement Program of Traditional Art (PPST) on The Junior High School

The Evaluation of Development and Improvement Program of Traditional Art (PPST) on The Junior High School

Negotiating Subject Hierarchies

Towards a Knowledge-rich Curriculum

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