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In national contexts where curriculum policies explicitly advocate for the development of students’ higher order thinking capabilities, evidence suggests that achieving this goal can be quite elusive...
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The “literary curriculum” seeks to make curriculum space legible. This requires denying that knowledge has backgrounds that cannot be made legible. Worse still, the attempt to make knowledge legible...
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Though they are geographically close, England and France’s underlying philosophies regarding education and, for the focus of this paper, mathematics education, exhibit differences worth considering....
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Instrumentalism is a growing disposition of thought in authorised curriculum theory. It is detrimental to education because it enfeebles the curriculum's ethical orientation. Instrumentalism reflects...
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My aim in this article is to encourage educators to deeply consider the values of justice and care in curriculum design and delivery. To support this argument I describe interviews with 12 women who...
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The Curriculum/Marautanga Project was launched in 2003 to build on the recommendations of the Curriculum Stocktake Report (Ministry of Education, 2002) in reframing the national curriculum. A key...
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An interpretive case study approach was used to investigate teachers’ understanding of the purpose and nature of social studies education and how teachers plan and develop their social studies...
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This paper conceives history in the New Zealand curriculum as a curriculum problem. In exposing this problem, history’s identity is thrown into question. I outline a motif of disturbance in light of...
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In their introductory acknowledgements to this two-volume set, editors Robin Averill and Roger Harvey recall that the initial idea behind the books was to create a suitable text for secondary...
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Five conceptions of curriculum (i.e., humanist, social reconstructionist, skills, technological, and academic) are described and used to analyse the New Zealand Curriculum Framework. It is argued...
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