Book Review: Understanding the School Curriculum: Theory, Politics and Principles

2015 ◽  
Vol 195 (1) ◽  
pp. 47-50
Keyword(s):  
School Curriculum ◽  
Curriculum Theory

scholarly journals Understanding the School Curriculum: Theory, Politics and Principles

2021 ◽  
Vol 19 (1) ◽  
pp. 129-136
Author(s):  
Daeyoung Goh
Keyword(s):  
Educational Practice ◽  
School Curriculum ◽  
Curriculum Theory ◽  
Instrumental Rationality ◽  
Economic Interests ◽  
Creative Becoming ◽  
Changing World

Alex Moore’s (2015) Understanding the School Curriculum: Theory, Politics and Principles explores how the school curriculum works through its becoming as it navigates reproductive paranoia and (r)evolutionary schizophrenia. Moore suggests that the school curriculum inevitably intersects with political and socio-economic interests as well as the globalization movement. In this light, the book stimulates the reader to ponder questions such as, “Who decides what kind of knowledge we should have in this wider, ever-changing world?” and “How have issues around knowledge developed with the school curriculum?” and “What sort of future could educators imagine for alternative knowledge, educational practice and society?” Such questions haunt the book, while promoting the educator and the learner to risk weaving a creative becoming and thereby moving the realm of knowledge from the boundary of instrumental rationality to the horizon of dynamics of humanity.

Book Review: The school curriculum

1972 ◽  
Vol 7 (1) ◽  
pp. 83-84
Author(s):  
Michael Eraut
Keyword(s):  
School Curriculum

scholarly journals FIRST EXPERIENCES WITH OBJECT LESSONS IN NINETEENTH-CENTURY BRAZIL: ORIGINS OF A PROGRESSIVE PEDAGOGY FOR THE BRAZILIAN PRIMARY SCHOOL

2005 ◽  
Vol 5 (14) ◽  
pp. 125 ◽  
Author(s):  
Karl M. Lorenz ◽  
Aricle Vechia
Keyword(s):  
Nineteenth Century ◽  
Primary School ◽  
The United States ◽  
School Curriculum ◽  
Curriculum Theory ◽  
Progressive Pedagogy ◽  
Object Lessons ◽  
Private And Public ◽  
Secondary School Curriculum ◽  
French Curriculum

One can identify two great movements during the nineteenth century in which educational theories and practices were transplanted from Europe and the United States to Brazil. The first addressed the secondary school curriculum, and began with the founding of the Imperial College Pedro II in Rio de Janeiro in 1838. The college was created by the Imperial Government to, in part, serve as a model for private and public secondary schools in the provinces. Throughout the 1800s, French curriculum theory shaped the debates about the purpose, organization and content taught in the College, and to a larger extent, about the nature of secondary education in general. The second transnational movement centered on the method of teaching in the primary school.

scholarly journals En läroplansanalys om samstämmighet inom Lgr11

2021 ◽  
pp. 102-129
Author(s):  
Lina Spjut
Keyword(s):  
School Curriculum ◽  
Curriculum Theory ◽  
Learning Goals ◽  
Compulsory School ◽  
National Minorities ◽  
Teaching Content ◽  
Research Questions ◽  
Similarities And Differences

This article investigates in what way the Swedish compulsory school curriculum (Lgr11) addresses knowledge regarding Swedish national minorities. The aim is to study alignment within Lgr11 through a case of the theme national minorities. Research questions target alignment within syllabi and alignment between syllabi and the aim and guidelines in the curricula. Theories of alignment and curriculum theory formed the theory and methodology for the analysis, foregrounding similarities and differences in how Swedish national minorities are addressed in Lgr11. Results show numerous inconsistencies. Learning goals in curriculum and syllabus content are, for instance, not aligned, and differences exist within the syllabus between aim (syfte), central content (centralt innehåll) and the lower set measurable demands (kunskapskrav). This is problematic since earlier research demonstrated that measurable demands have out-conquered teaching content. These challenges for teacher’s interpretation of curricula and syllabus can affect the teaching content.

scholarly journals Book Review: Learner-Centered Pedagogy: Principles and Practice

2018 ◽  
Vol 57 (3) ◽  
pp. 219
Author(s):  
Calantha Tillotson
Keyword(s):  
Information Literacy ◽  
School Curriculum ◽  
Literacy Programs ◽  
Entry Level ◽  
Learner Centered ◽  
Recent Graduates ◽  
Catch Up ◽  
Professional Transition ◽  
Learner Centered Pedagogy

In Learner-Centered Pedagogy, Klipfel and Cook fuse philosophy and learner theory to provide the instruction librarian community with the pedagogical foundation it requires. This foundation is especially vital given that many employers today require applicants for even entry-level reference and instruction positions to be well versed in both theoretical and practical educational methodologies, and the “library school curriculum has been slow to catch up” (p. xii). As Klipfel and Cook point out, despite the “professional transition toward librarians as educators,” most ALA-accredited library programs do not require or even provide adequate “courses in instructional pedagogy or user education” (xii). Although this curricular inadequacy can be debilitating to recent graduates seeking employment as instruction librarian, books such as this one can provide the theoretical base necessary for applicants to gain a foothold in the profession and for current instructional librarians to improve and expand their information literacy programs.

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