Viva la revolución? Teachers as conduits or curriculum makers

Acknowledgments Introduction - F. Michael Connelly, Ming Fang He, JoAnn Phillion, Candace Schlein PART I. CURRICULUM IN PRACTICE SECTION A: MAKING CURRICULUM 1. Curriculum Policy and the Politics of What Should Be Learned in Schools - Benjamin Levin 2. Curriculum Planning: Content, Form,and the Politics of Accountability - Michael Apple 3. Making Curricula: Why Do States Make Curricula, and How? - Ian Westbury 4. Subject Matter: Defining and Theorizing School Subjects - Zongyi Deng and Allan Luke SECTION B: MANAGING CURRICULUM 5. Structuring Curriculum: Technical, Normative, and Political Considerations - Kevin G. Welner and Jeannie Oakes 6. Curriculum Implementation and Sustainability - Michael Fullan 7. Technology's Role in Curriculum and Instruction - Barbara Means PART II. CURRICULUM IN CONTEXT Introductory Essay - Allan Luke SECTION C: DIVERSIFYING CURRICULUM 8. Curriculum and Cultural Diversity - Gloria Ladson-Billings, Keffrelyn D. Brown 9. Identity, Community, and Diversity: Retheorizing Multicultural Curriculum for the Postmodern Era - Sonia Nieto, Patty Bode, Eugenie Kang, and John Raible 10. Students' Experience of School Curriculum: Everday Circumstances of Granting and Withholding Assent to Learn - Frederick Erickson with Rishi Bagrodia, Alison Cook-Sather, Manuel Espinoza, Susan Jurow, Jeffrey Shultz, and Joi Spencer 11. Immigrant Students' Experience of Curriculum - Ming Fang He, JoAnn Phillion, Elaine Chan, and Shijing Xu 12. Teaching for Diversity: The Next Big Challenge - Mel Ainscow SECTION D: TEACHING CURRICULUM 13. Teacher Education as a Bridge? Unpacking Curriculum Controversies - Marilyn Cochran-Smith and Kelly Demers 14. Cultivating the Image of Teachers as Curriculum Makers - Cheryl J. Craig and Vicki Ross 15. Teachers' Experience of Curriculum: Policy, Pedagogy, and Situation - William Ayers, Therese Quinn, David Stovall, and Libby Scheiern SECTION E: INTERNATIONALIZING CURRICULUM 16. Indigenous Resistance and Renewal: From Colonizing Practices to Self-Determination - Donna Deyhle, Karen Swisher, Tracy Stevens, and Ruth Trinidad 17. Globalization and Curriculum - Kathryn Anderson-Levitt 18. Community Education in Developing Countries: The Quiet Revolution in Schooling - Joe Farrell PART III. CURRICULUM IN THEORY Part III Introductory Essay - William Schubert SECTION F: INQUIRING INTO CURRICULUM 19. Curriculum Inquiry - William Schubert 20. Curriculum Policy Research - Edmund Short 21. Hidden Research in Curriculum - Robin Enns 22. Reenvisioning the Progressive Tradition in Curriculum - David T. Hansen, Rodino Anderson, Jeffrey Frank, and Kiera Nieuwejaar 23. What the Schools Teach: A Social History of the American Curriculum Since 1950 - Barry Franklin, and Carla Johnson 24. Curriculum Development in Historical Perspective - J. Wesley Null 25. Curriculum Theory Since 1950: Crisis, Reconceptualization, Internationalization - William F. Pinar 26. The Landscape of Curriculum and Instruction: Diversity and Continuity - F. Michael Connelly, Shi Jing Xu Author Index Subject Index About the Editors About the Part Editors About the Consulting Authors About the Contributing Authors

ABSTRACTThis article describes the development of the Swedish curriculum-theory tradition with a focus on different curriculum practices, educational message systems, arenas, and curriculum makers. Attention has been paid to different places, spaces, and times in relation to the selection, ordering, and manifestation of knowledge, norms, and values, as well as the management and organization of education. Curriculum and leadership research and changes in Swedish education are described and we introduce the comparative curriculum code as a codification of the contemporary changes in the education system and their consequences for the selection and ordering of knowledge and students.

Clarification of the specific role of curriculum research and evaluation is a continuing problem in the field because of lack of agreement as to the distinctions to be made among curriculum, instructional organization, teaching, and learning. The result is the continuing paucity of studies which can serve as models for curriculum research. Curriculum research workers have been unable to design adequately an area of special responsibility for themselves because they have attempted to work with the definition of curriculum considered appropriate to the areas of teaching, educational philosophy, and educational administration. The search of the educational administrator for a holistic approach to his area of interest is an appropriate one. In practical and applied studies of teaching and school administration, overlapping and intertwining definitions of curriculum, teaching, and administration serve the purpose of compelling the practitioner to constant heightened awareness of the many variables which he must manipulate simultaneously to achieve his aims. The holistic approach is essential to the functioning of the teacher and administrator, but it is inappropriate for the curriculum research worker. To improve the system, one must study its elements separately. It is apparent that little progress will be made in curriculum research until this is done.

In this chapter, teachers from the School Portfolio Group examine tools that they have used to cultivate and scaffold their own reflective practice. First, they explore three images of teachers: as curriculum makers, researchers, and reflective practitioners. Building on Lyons’ definition of reflective practice, the authors examine the individual tools of personal journals, personal portfolios, and reflective writing the and how the individual teachers in the School Portfolio Group used those tools to become more reflective practitioners. The authors then turn their attention to the shared tools of traveling journals, school portfolios, and collaborative presentations, examine and how those tools empowered teachers to build their capacity as reflective practitioners. Next, the authors examine how teacher groups, including teacher inquiry groups and Critical Friends Groups, helped individual members cultivate their reflective practice while fostering the collective power of the group to engage in reflective practice. Finally, the authors explore some constraints and opportunities they encountered in their collective inquiries. Embedded within a context of school reform, the teachers encountered tensions including those of school accountability that emphasize teachers as subject matter experts rather than teachers as minded professionals. They conclude with the thought that the nexus of leadership power and position has the power to cultivate the ability – or disability – of teachers to engage in reflective practice.

This study assessed the influence of work stress on the mental health of employees in a government agency in Davao City. Using a descriptive-correlational research design, the study examined workload, workplace environment, time pressure, and role ambiguity as predictors of stress and their relationship to mental health indicators such as anxiety, depression, emotional well-being, and burnout. Data were collected through validated survey instruments and analyzed using descriptive statistics and Pearson r correlation. Findings revealed that workload (M = 2.65) and time pressure (M = 2.74) were the most severe stressors, while workplace environment stress was moderate (M = 2.39). Anxiety (M = 2.60) and burnout (M = 2.47) emerged as the most concerning mental health dimensions. Correlation results indicated a highly significant positive relationship between work stress and mental health decline (r = 0.870, p < .001). These results confirm that higher stress levels contribute to poorer psychological well-being among government employees. The study concludes that stress reduction policies and employee wellness programs are vital in mitigating adverse mental health outcomes. Recommendations include improving workload distribution, clarifying job roles, promoting mental health interventions, and fostering supportive workplace relationships. These interventions not only enhance employee well-being but also strengthen the overall efficiency of government service delivery.

We live in a world increasingly propelled by technological change. The next big thrust in a quest to make our lives better, simpler and more productive is electronic commerce (or E-commerce). What is E-commerce? Who will use it? What are the barriers to its successful implementation? How will a viable consumer model be constructed? While I will examine the technology that makes this e-commerce possible, I will also examine the issues of trust and image in e-commerce. It is not possible to separate the issues of technology, security, and trust. The whole image that secure, Web-based commerce needs polishing if it will ever meet expectations. One prediction claims that e-commerce will achieve revenues of $200 billion globally by the end of the year 2000. Considering that in 1995 approximately $131 million of goods were purchased online, the jump to $200 billion is staggering. The technologies that make the World Wide Web and e-commerce possible have some potentially negative components. Privacy issues are a major concern for many, since there are the means to collect consumer information easily with digital tools. Transaction security is equally important as well. These issues need timely resolution with government and business working together to ensure the privacy of consumers and the fidelity of transactions. Business and government need to develop a set of specific standards that are part of a uniform business code for transacting business on the Internet. Without cooperation, government agencies will step in and deal in a reactionary mode to abuses that are either taking place or imagined.

Government agencies and members of the educational research community have petitioned for research-based curricula. The ambiguity of the phrase “research-based,” however, undermines attempts to create a shared research foundation for the development of, and informed choices about, classroom curricula. This article presents a framework for the construct of research-based curricula. One implication is that traditional strategies such as market research and research-to-practice models are insufficient; more adequate is the use of multiple phases of the proffered Curriculum Research Framework.

Introduction This article explores the changing relational quality of “the shadow of hierarchy”, in the context of the merging of platforms with infrastructure as the source of the shadow of hierarchy. In governance and regulatory studies, the shadow of hierarchy (or variations thereof), describes the space of influence that hierarchal organisations and infrastructures have (Héritier and Lehmkuhl; Lance et al.). A shift in who/what casts the shadow of hierarchy will necessarily result in changes to the attendant relational values, logics, and (techno)socialities that constitute the shadow, and a new arrangement of shadow that presents new challenges and opportunities. This article reflects on relevant literature to consider two different ways the shadow of hierarchy has qualitatively changed as platforms, rather than infrastructures, come to cast the shadow of hierarchy – an increase in scalability; and new socio-technical arrangements of (non)participation – and the opportunities and challenges therein. The article concludes that more concerted efforts are needed to design the shadow, given a seemingly directionless desire to enact data-driven solutions. The Shadow of Hierarchy, Infrastructures, and Platforms The shadow of hierarchy refers to how institutional, infrastructural, and organisational hierarchies create a relational zone of influence over a particular space. This commonly refers to executive decisions and legislation created by nation states, which are cast over private and non-governmental actors (Héritier and Lehmkuhl, 2). Lance et al. (252–53) argue that the shadow of hierarchy is a productive and desirable thing. Exploring the shadow of hierarchy in the context of how geospatial data agencies govern their data, Lance et al. find that the shadow of hierarchy enables the networked governance approaches that agencies adopt. This is because operating in the shadow of institutions provides authority, confers bureaucratic legitimacy and top-down power, and offers financial support. The darkness of the shadow is thus less a moral or ethicopolitical statement (such as that suggested by Fisher and Bolter, who use the idea of darkness to unpack the morality of tourism involving death and human suffering), and instead a relationality; an expression of differing values, logics, and (techno)socialities internal and external to those infrastructures and institutions that cast it (Gehl and McKelvey). The shadow of hierarchy might therefore be thought of as a field of relational influences and power that a social body casts over society, by virtue of a privileged position vis-a-vis society. It modulates society’s “light”; the resources (Bourdieu) and power relationships (Foucault) that run through social life, as parsed through a certain institutional and infrastructural worldview (the thing that blocks the light to create the shadow). In this way the shadow of hierarchy is not a field of absolute blackness that obscures, but instead a gradient of light and dark that creates certain effects. The shadow of hierarchy is now, however, also being cast by decentralised, privately held, and non-hierarchal platforms that are replacing or merging with public infrastructure, creating new social effects. Platforms are digital, socio-technical systems that create relationships between different entities. They are most commonly built around a relatively fixed core function (such as a social media service like Facebook), that then interacts with a peripheral set of complementors (advertising companies and app developers in the case of social media; Baldwin and Woodard), to create new relationships, forms of value, and other interactions (van Dijck, The Culture of Connectivity). In creating these relationships, platforms become inherently political (Gillespie), shaping relationships and content on the platform (Suzor) and in embodied life (Ajunwa; Eubanks). While platforms are often associated with optional consumer platforms (such as streaming services like Spotify), they have increasingly come to occupy the place of public infrastructure, and act as a powerful enabler to different socio-technical, economic, and political relationships (van Dijck, Governing Digital Societies). For instance, Plantin et al. argue that platforms have merged with infrastructures, and that once publicly held and funded institutions and essential services now share many characteristics with for-profit, privately held platforms. For example, Australia has had a long history of outsourcing employment services (Webster and Harding), and nearly privatised its entire visa processing data infrastructure (Jenkins). Platforms therefore have a greater role in casting the shadow of hierarchy than before. In doing so, they cast a shadow that is qualitatively different, modulated through a different set of relational values and (techno)socialities. Scalability A key difference and selling point of platforms is their scalability; since they can rapidly and easily up- and down-scale their functionalities in a way that traditional infrastructure cannot (Plantin et al.). The ability to respond “on-demand” to infrastructural requirements has made platforms the go-to service delivery option in the neo-liberalised public infrastructure environment (van Dijck, Governing Digital Societies). For instance, services providers like Amazon Web Services or Microsoft Azure provide on demand computing capacity for many nations’ most valuable services, including their intelligence and security capabilities (Amoore, Cloud Ethics; Konkel). The value of such platforms to government lies in the reduced cost and risk that comes with using rented capabilities, and the enhanced flexibility to increase or decrease their usage as required, without any of the economic sunk costs attached to owning the infrastructure. Scalability is, however, not just about on-demand technical capability, but about how platforms can change the scale of socio-technical relationships and services that are mediated through the platform. This changes the relational quality of the shadow of hierarchy, as activities and services occurring within the shadow are now connected into a larger and rapidly modulating scale. Scalability allows the shadow of hierarchy to extend from those in proximity to institutions to the broader population in general. For example, individual citizens can more easily “reach up” into governmental services and agencies as a part of completing their everyday business through platform such as MyGov in Australia (Services Australia). Using a smartphone application, citizens are afforded a more personalised and adaptive experience of the welfare state, as engaging with welfare services is no-longer tied to specific “brick-and-mortar” locations, but constantly available through a smartphone app and web portal. Multiple government services including healthcare and taxation are also connected to this platform, allowing users to reach across multiple government service domains to complete their personal business, seeking information and services that would have once required separate communications with different branches of government. The individual’s capacities to engage with the state have therefore upscaled with this change in the shadow, retaining a productivity and capacity enhancing quality that is reminiscent of older infrastructures and institutions, as the individual and their lived context is brought closer to the institutions themselves. Scale, however, comes with complications. The fundamental driver for scalability and its adaptive qualities is datafication. This means individuals and organisations are inflecting their operational and relational logics with the logic of datafication: a need to capture all data, at all times (van Dijck, Datafication; Fourcade and Healy). Platforms, especially privately held platforms, benefit significantly from this, as they rely on data to drive and refine their algorithmic tools, and ultimately create actionable intelligence that benefits their operations. Thus, scalability allows platforms to better “reach down” into individual lives and different social domains to fuel their operations. For example, as public transport services become increasingly datafied into mobility-as-a-service (MAAS) systems, ride sharing and on-demand transportation platforms like Uber and Lyft become incorporated into the public transport ecosystem (Lyons et al.). These platforms capture geospatial, behavioural, and reputational data from users and drivers during their interactions with the platform (Rosenblat and Stark; Attoh et al.). This generates additional value, and profits, for the platform itself with limited value returned to the user or the broader public it supports, outside of the transport service. It also places the platform in a position to gain wider access to the population and their data, by virtue of operating as a part of a public service. In this way the shadow of hierarchy may exacerbate inequity. The (dis)benefits of the shadow of hierarchy become unevenly spread amongst actors within its field, a function of an increased scalability that connects individuals into much broader assemblages of datafication. For Eubank, this can entrench existing economic and social inequalities by forcing those in need to engage with digitally mediated welfare systems that rely on distant and opaque computational judgements. Local services are subject to increased digital surveillance, a removal of agency from frontline advocates, and algorithmic judgement at scale. More fortunate citizens are also still at risk, with Nardi and Ekbia arguing that many digitally scaled relationships are examples of “heteromation”, whereby platforms convince actors in the platform to labour for free, such as through providing ratings which establish a platform’s reputational economy. Such labour fuels the operation of the platform through exploiting users, who become bo

This article is a response to John Adlam and Chris Scanlon's argument about refusal and exclusion in social care services, as explored in this special issue. It builds on the distinction they establish, in reference to the figure of Diogenes, between metropolitan and cosmopolitan models of inclusion, by examining these models through the work of two writers: Rabelais and Rancière. Rabelais, the sixteenth century novelist, compared his writing to the actions of Diogenes when the latter rolled and beat his barrel around the city walls of Corinth, in parodic imitation of the citizens' busy work, preparing for religious warfare. Through this comparison, Rabelais puts into question claims about the justice of colonisation as a strategy to institute ‘the common good’, in the form of an inclusive (Christian) social order. In a move with certain parallels, Jacques Rancière, the contemporary French philosopher, explores the ‘hatred of democracy’ which underpins endeavours to make people equal, through state intervention, notably education. His concept of equality as a starting premise, rather than an end point, allows an exploration of the perverse effects of the system of education, and its claims to ‘include’ while continuously identifying the failures of the excluded. The psychosocial dimension of these dynamics are explored by drawing on several Lacanian ideas, including the subject's fear of indistinction from the (m)other, and the desire to secure social identity through founding exclusions and prohibitions. The conclusion explores how Lacan's notion of traversing the fantasy, as the aim of psychoanalytic treatment, bears relation to the concept of cosmopolitanism, including how such a traversing might be lived by education and social care practitioners.

At the end of the third year I was confident about teaching but SeN scared me.These words, spoken by a student teacher nearing the end of her course reflect the concerns of many new teachers. Indeed, they may also reflect the views of more experienced teachers as they respond to national developments and the challenges of inclusive education. As mainstream schools increasingly include numbers of pupils identified as having special educational needs or disabilities (SeND), what is being done to increase teachers’ confidence and skills? Initial teacher education (ITe) programmes follow a national curriculum linkedtoregulatedstandardsfortheawardofqualifiedteacherstatus.Thesestandards were originally influenced by a national strategy ‘Removing Barriers to Achievement’ (DfeS 2004), which held the expectation that all teachers would teach children identified as having special educational needs. These standards have been further influenced by the Children and Families Act 2014 and the associated Code of Practice in 2015. ITe programmes are now expected to: stretch and challenge pupils of all backgrounds and abilities; understand the needs of pupils identified with SeND and remove barriers to achievement; deploy differentiation,formativeandsummativefeedbacktosupportpupilprogress;and manage behaviour effectively (HeA 2012). So, does this make a difference? evidence, including that from Government agencies, seems to imply that morestill needs tobedone.TheOffice for Standards in education (Ofsted) report, ‘Howwellnew teachersareprepared to teachpupilswith learningdifficulties and/or disabilities’ (2008: 5), identified variable experience within ITe programmes, a heavy reliance on schools to provide most of the training on special educational needs and a weakness in monitoring this. As a result, many new teachers had completed their programmes lacking confidence and feeling unprepared for teaching children seen as having additional or special learning needs. Similar evidence can be found in later studies and reports (Norwich and Nash 2010; Carter 2015; Mintz et al. 2015), suggesting the need for a different approach to this part of the ITE curriculum so that all new teachers can approach their classes confidently.

A presente pesquisa objetiva analisar a visão dos professores de Educação Física de uma escola municipal do interior de São Paulo sobre a questão da acessibilidade para alunos com deficiência. Para tanto, os pesquisadores elaboram e aplicaram um questionário, contendo questões relativas à temática, para cinco professores de Educação Física atuantes na escola, o que consiste em todos os professores da área. Como resultados, percebemos que os professores ainda entendem acessibilidade como elemento arquitetônico, esquecendo-se de seus diversos âmbitos, como comunicacional, recursos, currículos, etc. Notou-se, ainda, que os profissionais questionam a falta de apoio e de formação dada pelos órgãos governamentais.

Ethics Commentary

The importance of and an approach to comprehensive reflective practice

While information system (IS) curriculum research has enjoyed recent attention from IS scholars, not many reviews exist. Those reviews are either outdated or focused on a particular strand of IS curriculum research which may not be comprehensive. In this chapter, the author presents a systematic review of information systems curriculum research published in information systems journals and selected conference proceedings in the past decade. The results point to many studies on identifying information systems competencies and their implications for curriculum design and delivery. Having observed that many of these issues are discussed at the undergraduate level and predominantly in the USA and UK, this chapter suggests, among others, future research at the graduate level and from other regions.

BackgroundHealth systems are increasingly implementing policy-driven programs to incentivize performance using contracts, scorecards, rankings, rewards, and penalties. Studies of these “Performance Management” (PM) programs have identified unintended negative consequences. However, no single comprehensive typology of the negative and positive unintended consequences of PM in healthcare exists and most studies of unintended consequences were conducted in England or the United States. The aims of this study were: (1) To develop a comprehensive typology of unintended consequences of PM in healthcare, and (2) To describe multiple stakeholder perspectives of the unintended consequences of PM in cancer and renal care in Ontario, Canada.MethodsWe conducted a rapid review of unintended consequences of PM in healthcare (n = 41 papers) to develop a typology of unintended consequences. We then conducted a secondary analysis of data from a qualitative study involving semi-structured interviews with 147 participants involved with or impacted by a PM system used to oversee 40 care delivery networks in Ontario, Canada. Participants included administrators and clinical leads from the networks and the government agency managing the PM system. We undertook a hybrid inductive and deductive coding approach using the typology we developed from the rapid review.ResultsWe present a comprehensive typology of 48 negative and positive unintended consequences of PM in healthcare, including five novel unintended consequences not previously identified or well-described in the literature. The typology is organized into two broad categories: unintended consequences on (1) organizations and providers and on (2) patients and patient care. The most common unintended consequences of PM identified in the literature were measure fixation, tunnel vision, and misrepresentation or gaming, while those most prominent in the qualitative data were administrative burden, insensitivity, reduced morale, and systemic dysfunction. We also found that unintended consequences of PM are often mutually reinforcing.ConclusionsOur comprehensive typology provides a common language for discourse on unintended consequences and supports systematic, comparable analyses of unintended consequences across PM regimes and healthcare systems. Healthcare policymakers and managers can use the results of this study to inform the (re-)design and implementation of evidence-informed PM programs.