Equity and difference in centralized policy

Macedo, Elizabeth

doi:10.1080/00220272.2012.754947

Cited by 21 publications

(14 citation statements)

References 4 publications

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“…These trends in Australia are echoes of similar trends in other parts of the world, leading to what has been termed 'policy borrowing' (Lingard, 2010), influenced by the globalized, neoliberal policy climate (Rizvi & Lingard, 2010). Many educational researchers have noted commonalities in this policy-borrowing pattern, including: (a) greater focus on English literacy and numeracy in the curriculum at the expense of other subjects and hence, various forms of narrowing of the curriculum (Berliner, 2011;Darling-Hammond, 2010;Milner, 2013;Stobart, 2008); (b) reliance on standardized tests to compare and rank students, teachers and schools (Lingard, 2010;Smeed, 2010); (c) reduced trust in teacher autonomy and judgement (Crocco & Costigan, 2007;Macedo, 2013); and (d) strengthening of human capital discourse in discussions about the purposes of schooling (Comber & Nixon, 2009;Lingard, 2010). Of particular interest in relation to the work that we present in this article, is the effects of a narrowing of curriculum on the opportunities that students have to theorize and philosophize using a variety of 'literacies' or modes of communication, including the graphic and narrative.…”

Section: The Place Of Art In the Curriculum: Debates And Perspectivesmentioning

confidence: 98%

Drawing out the value of the visual: children and young people theorizing time through art and narrative

Rudolph

Wright

2015

Journal of Curriculum Studies

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This article examines the role that drawing can play in enabling children and young people to theorize concepts of time. In two, independent Australian research projects, children aged between 5 and 8 years were asked to respond to the question, 'What might the future be like?', while 12-14 year olds were asked, 'What does history look like?' There are points of connection and convergence in the analysis of the drawings and the ways in which the children articulate their visual representations of temporality to demonstrate deep and philosophical insights. This research illuminates possibilities for both the value of art practices in learning and the capacity for such approaches in schools. It disrupts narrow visions of neoliberal policy that privileges the teaching of literacy and numeracy in schools and seeks to transform children and youth into particular citizens for the future. We argue that expanding our view of the use and value of visual forms of learning and expression can contribute to a more layered and complex understanding of the capacities of children and young people. Further, this research contributes to better understanding of how students navigate challenging local curriculum and school terrain as they are increasingly posited as global citizens.

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Section: The Place Of Art In the Curriculum: Debates And Perspectivesmentioning

confidence: 98%

Drawing out the value of the visual: children and young people theorizing time through art and narrative

Rudolph

Wright

2015

Journal of Curriculum Studies

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“…This language tells us that some children are being defined as 'left behind' (Macedo, 2013), and it is DEMOCRACY AND EDUCATION the schools that are guilty of this betrayal. The schools have abandoned some children behind the enemy lines of ignorance.…”

Section: Democracy and Educationmentioning

confidence: 99%

The peculiar status ofDemocracy and Education

Boostrom

2014

Journal of Curriculum Studies

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“…De acordo com os teóricos desconstrucionistas, o currículo é subsumido pela diferença (MACEDO, 2013;2017;MILLER, 2014). O pós-estruturalismo interroga correntes que defendem o centralismo em identidades humanistas e incontaminadas, assim como teorias que agenciam "o projeto de reconhecimento do sujeito em sua cultura, em sua sociedade, em comunidades racionais" (MACEDO, 2017, p. 545).…”

Section: Currículo E Diferençaunclassified

O Direito De Estudar O Indígena: Sedução, Estranhamentos E Diferença Em Salas De Aula

Lopes

2019

Cad. CEDES

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RESUMO: Este artigo trata de forma arrazoada do campo de atuação da Lei nº 11.645/08, a lei de obrigatoriedade do ensino indígena, aplicada no Estado do Rio de Janeiro. Irei analisar escolas da rede pública e um instituto de aplicação que contempla projetos acerca da lei e a produção de materiais didáticos sobre povos indígenas. O artigo não trata de um método comparativo entre as instituições nem de uma amostragem de métodos didáticos para a aplicação da lei que “funcionam”. Entender o conflito, a sedução e os estranhamentos quando mundos indígenas são apresentados a crianças é um dos pontos centrais deste artigo.

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Equity and difference in centralized policy

Cited by 21 publications

References 4 publications

Drawing out the value of the visual: children and young people theorizing time through art and narrative

Drawing out the value of the visual: children and young people theorizing time through art and narrative

The peculiar status ofDemocracy and Education

O Direito De Estudar O Indígena: Sedução, Estranhamentos E Diferença Em Salas De Aula

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