Powers of Curriculum introduces beginning pre-service educators to sociological concepts and perspectives for unpacking the social, cultural and political factors that shape curriculum, curriculum enactment and learning.
Curriculum is powerful because it shapes what children and young people experience in educational settings. Educators are central to this as more often than not they have the most direct influence on learners' curriculum experiences. Powers of Curriculum explores the many issues surrounding curriculum in order to equip future educators with ideas, concepts and perspectives that can make a positive difference to the lives of children and young people in the early childhood, primary and secondary phases of education. The book explores a diverse range of topics related to curriculum, the experiences of learners, and how these experiences are shaped by powers within and beyond the field of education. The text is organised into three sections: Understanding Curriculum; Unpacking Curriculum Issues; and Using and Enacting Curriculum. The first section introduces the notion of curriculum and its conceptualisation. The second section introduces a range of socio-cultural issues from a sociological perspective. The final section considers the practical dimension to learning about curriculum. The authors of the chapters encourage readers to reflect on their opinions and experiences, and to explore the concepts and ideas used in the chapters to open education up to new thoughts and practices.
Dr Brad Gobby is a Lecturer at Curtin University in Western Australia. He has experience as a secondary school teacher and currently researches and teaches in the areas of government policy, school reform and curriculum. Dr Rebecca Walker is a Lecturer at Curtin University in Western Australia. She has had extensive teaching experience both in the metropolitan and rural areas of Western Australia and overseas. Her current research focuses on assessment and feedback; digital technologies and learning; and trauma-informed and restorative practices.
Part One: Understanding CurriculumWhat is Curriculum?Schooling, Its History and PowerQuestioning How and What We Know: New Concepts to Approach EducationEducators' Philosophies: Encountering and Weaving ImagesCritically Reflective Practice: What Is It and Why Is It Needed Now?Neoliberalism, Education and CurriculumPart Two: Unpacking Curriculum ContextsThe Education System and SES: Mapping DisadvantageThe Trap of Binary Thinking: Problematising Gender and Social DisadvantagePsychology, Psychiatry and Neuroscience in EducationIdentity Formation: Consumerism and Popular CultureRethinking Australia's Cultural DiversityUnderstanding the Techniques of Colonialism: Indigenous Educational JusticeTesting Times for Assessment and PedagogyPart Three: Enacting Curriculum ExperiencesLearner Diversity and School PracticesThe Virtual Schoolbag and Pedagogies of EngagementEnvironment: The Third TeacherPlanning, Programming and Embedding CurriculumStudent-centred Approaches to Planning in Primary and Secondary SchoolsGlossary
Powers of Curriculum explores education in Australia today through the notion and practices of curriculum. It broadens our conception of curriculum to include the lived experiences of learners in educational settings. It explores historical and current forces within and beyond education that constitute curriculum, and how curriculum powerfully shapes learners and their experiences of learning. As educators are central to the enactment and experiences of curriculum, the authors aim to equip readers with critical and post-structuralist ideas, concepts and perspectives that can make a positive difference to the lives of children and young people in the early childhood, primary and secondary phases of education.This resource explores a diverse range of topics related to curriculum, education, culture and society. The text is organised into three parts: Understanding Curriculum; Unpacking Curriculum Contexts; and Enacting Curriculum Experiences. The first part introduces you to the notion of curriculum and its relationship to education. The second part examines a range of social, cultural and political issues that influence the enactment and experiences of curriculum across diverse settings. The final part explores the practical dimension to your learning about curriculum. The authors encourage you to use the book's concepts and ideas to open education to new thoughts and practices.The authors encourage readers to use the book's concepts and ideas to create learning experiences that are rich, engaging, intellectually stimulating, respectful and meaningful from the point of view of learners.Key FeaturesExplores complex sociological and philosophical concepts in ways that are accessible to pre-service teachers and will genuinely equip them to make a positive difference in the lives of children and young people.Ask yourself questions are intended to use readers' personal thoughts, beliefs and experiences to reflect on what they are reading.Theory in action feature encourages readers to consider how the ideas they are reading about surface in people's experiences, and can be applied to educational contexts.Questions, activities, suggested internet search terms and resources are provided at the end of each chapter for further exploring the topics and information covered.
Introduces students to sociological concepts and perspectives for unpacking the social, cultural and political factors that shape curriculum, curriculum enactment and learning - in order to equip educators to make a positive difference to the lives of children and young people in the early childhood, primary and secondary phases of educationUses sociological theory to unpack contemporary curriculum issues encouraging students to engage with issues related to cultural capital, power, normalisation, identity, disadvantage, race, ethnicity, knowledge, popular culture, representation, diversity and global reformBridges early childhood, primary and secondary learning contexts introduces all students to how the various issues impacting on education and learning bear upon the range of learning settingsEngaging, readable and relevant complex philosophical concepts are made accessible and relevant to the undergraduate reader, and the in-text Ask Yourself and Theory in Action boxes help students begin to understand these concepts and theories, as well as how they can be useful to them in their future practice
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