Curriculum Policy and Practice of Civic Education in Zambia: A Reflective Perspective

2020 ◽  
pp. 185-194
Author(s):  
Gistered Muleya
Keyword(s):  
Civic Education ◽  
Curriculum Policy ◽  
Policy And Practice

Shifts in policy and practice in early childhood curriculum priorities in Aotearoa-New Zealand: Entanglements of possibility and risk

2020 ◽  
Vol 18 (6) ◽  
pp. 739-756
Author(s):  
Maggie Haggerty ◽  
Judith Loveridge ◽  
Sophie Alcock
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Curriculum ◽  
Policy Reforms ◽  
Curriculum Policy ◽  
Policy And Practice ◽  
National Education ◽  
Aotearoa New Zealand ◽  
National Education Policy ◽  
Recent Policy

Recent policy developments in the early childhood (EC) care and education sector in Aotearoa-New Zealand have seen a shift in focus from children and play to learners and learning. While few would argue against learning as priority this article raises pressing questions about the ‘intended’ and ‘(un)intended’ consequences of this turn. We analyse national education policy reforms that have served to promote the construction of child-as-learner-subject, alongside moves internationally toward the learnerfication of EC services (Biesta, 2010). As a particular focus, we examine the legacy EC curriculum policy has drawn on from indigenous Māori discourses, as a complex entanglement of both possibility and risk. We focus also on how, in this policy context, an intermix of ‘old’ and ‘new’ curriculum priorities was playing out in one EC setting and how teachers sought to navigate the complex entanglement this effected in practice. On the basis of our analyses, we argue that the problem is not with learning as priority, but with the (school-referenced) narrowing of curriculum, the prioritising of homogenised predetermined outcomes and the ways in which children (parents and teachers) are being positioned in these particular constructions of learners and learning.

Teaching the curriculum: policy and practice in Portugal and Belgium

1997 ◽  
Vol 8 (2) ◽  
pp. 231-247 ◽  
Author(s):  
FRANCISCO CARREIRO DA COSTA ◽  
MAURICE PIÉRON
Keyword(s):  
Curriculum Policy ◽  
Policy And Practice

Curriculum choice, flexibility and differentiation 14–19: the way forward or flawed prospectus?

2007 ◽  
Author(s):  
Jeremy Higham ◽  
David Yeomans
Keyword(s):  
Historical Analysis ◽  
Curriculum Policy ◽  
Policy And Practice ◽  
Complex Oscillation ◽  
Curriculum Choice ◽  
Curricular Choice ◽  
The Way

This article explores the policy and practice of choice, flexibility and differentiation within the 14–19 curriculum in England. After first locating these issues within contemporary curriculum policy it adopts a historical analysis tracing perspectives and practice since 1945. This narrative exposes complex oscillation in policy and practice in relation to curricular choice and differentiation, especially for 14–16 year olds. The paper ends by raising parallels between current and past policy and practice and suggests the need to engage in a more fundamental and informed curriculum dialogue in relation to choice, flexibility and differentiation.

scholarly journals Drama and Theatre Education in Canada: A snapshot

2014 ◽  
Vol 49 (1) ◽  
pp. 237-245
Author(s):  
Mindy R. Carter
Keyword(s):  
Curriculum Policy ◽  
Policy And Practice ◽  
Theatre Education ◽  
Potential Impact ◽  
University Drama

This “Note from the Field” provides an overview of what is happening in K to University drama and theatre education across Canada. In addition to this snapshot I offer some considerations for extending this discipline and its potential impact on curriculum, policy and practice.

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