Knowledge and the New Zealand curriculum ‘refresh’

McPhail, Graham; Ormond, Barbara; Siteine, Alexis

doi:10.1080/00220272.2023.2256010

Cited by 2 publications

(1 citation statement)

References 41 publications

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“…A body of literature shows that the CDC model, conventionally applied to scrutinize disciplinary knowledge across three distinct subject categories, including (i) subjects leaning towards the sciences that exhibit an increasingly hierarchical and vertical organization of epistemic knowledge concepts, exemplified by Mathematics, Physics and Chemistry (see Rata & Tamati, 2022), (ii) subjects situated within the domain of social science and humanities, such as Social Studies, English, Music and History (see Bratland & Ghami, 2023; McPhail et al., 2023; Rata, 2021) and (iii) subjects straddling the interface between sciences and social sciences, such as Physical Education and Geography (see Pountney & Swift, 2022; Rata & Tamati, 2022). The findings from these studies underscore that subjects falling within the second and third categories are frequently mischaracterized as context‐dependent.…”

Section: Analytic Schema: the Curriculum Design Coherence Modelmentioning

confidence: 99%

Core socialist values and curriculum policy in China: A study of the curriculum standard for Chinese language

Tian

2024

Euro J of Education

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This study employs Bernstein's concept of recontextualization and Rata's theorization of the Curriculum Design Coherence [CDC] model as theoretical tools to analyse the Curriculum Standard for Chinese Language [Standard] (The Standard, the Guidance, the Plan and all the quotations from the three policies were translated by me because the official English versions of them are unavailable.) which is part of a new approach to curriculum policy development in China. The study aims to identify and explain the mechanisms through which the Chinese government has recontextualized its ascendant political ideals of the core socialist values into the country's education system via curriculum policymaking. The study reveals that the Standard contains features embedding the core socialist values. This is achieved through three distinct mechanisms of recontextualization: policy propositions, subject competencies and subject concepts and content which operate from a sociocultural knowledge orientation. This sociocultural knowledge orientation aligns with the government's strong will to cultivate the core socialist values within the young generation so they become qualified builders and successors of the country's great socialist cause.

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Section: Analytic Schema: the Curriculum Design Coherence Modelmentioning

confidence: 99%

Core socialist values and curriculum policy in China: A study of the curriculum standard for Chinese language

Tian

2024

Euro J of Education

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Sustaining professionalism: Teachers as co‐enquirers in curriculum design

Swift,

Clowes,

Gilbert

et al. 2024

The Curriculum Journal

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In England, the development of teachers' curriculum design capabilities has been identified as a ‘challenge remaining’ (Department for Education [DfE]. (2022). Opportunity for all: Strong schools with great teachers for your child. https://www.gov.uk/government/publications/opportunity‐for‐all‐strong‐schools‐with‐great‐teachers‐for‐your‐child). A recent White Paper (Department for Education [DfE]. (2022). Opportunity for all: Strong schools with great teachers for your child. https://www.gov.uk/government/publications/opportunity‐for‐all‐strong‐schools‐with‐great‐teachers‐for‐your‐child) offered access to a publicly funded online platform as a solution. Drawing on Stenhouse's concepts of teachers as researchers and curriculum as an inquiry process, this article argues that such a policy initiative restricts both curriculum and professional development. An alternative approach to curriculum design, one based on Stenhouse's conception of the iterative development of teachers' professional and curriculum knowledge is profiled. In this article, we, as four teacher‐researchers, analyse a project which featured the Curriculum Design Coherence (CDC) model. We share insights gained from our involvement, both in relation to our professional learning and the impact of our curriculum design work on our pupils. We argue that the ‘othering’ of teachers in research contributes towards the under valuing of practice‐informed evidence in policy making. We draw on the work of Lawrence Stenhouse to inform a different means of generating educational research evidence, one that sustains teacher‐researchers through engagement with principles and concepts so as to inform policy and curriculum development.

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Knowledge and the New Zealand curriculum ‘refresh’

Cited by 2 publications

References 41 publications

Core socialist values and curriculum policy in China: A study of the curriculum standard for Chinese language

Core socialist values and curriculum policy in China: A study of the curriculum standard for Chinese language

Sustaining professionalism: Teachers as co‐enquirers in curriculum design

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