ABSTRACT In this paper, the author uses an AsianCrit analysis of US Department of War Educational Manual No. 42, Our Chinese Ally (EM42), a document of military curriculum from WWII. Their argues that EM42 demonstrates both a state-sanctioned [re]racialization of Chinese and Chinese Americans through simultaneous technologies of Sinophobia and Sinocentrism. Their analysis of EM42 has implications for the construction of Asian Americans as a ‘model minority’ in the United States, and highlights EM42’s contemporary reverberations on the construction of Asian American identity, as well as how nation-states challenged stereotypes of Chinese people without decentring whiteness.

ABSTRACT The Dutch perpetrated in both the Holocaust and chattel slavery. However, Dutch cultural memory does not significantly recognize Dutch perpetration in these sensitive histories. This article explores the interplay between cultural memory and history education as a potential explanation for this oversight, by specifically focusing on the implementation of multi-perspectivity. In Dutch history education, multi-perspectivity is valued, yet scholars have warned that it could contribute to minimization of perpetration. The deliberate choice of a qualitative research approach, as opposed to the more common textbook analysis, served to centre history teachers’ perspectives and allowed for a comprehensive analysis of their descriptions of multi-perspectivity in Holocaust and slavery education. This exploration further substantiated the concern regarding the risk of perpetration minimization. It reveals that history teachers predominantly approach multi-perspectivity in Holocaust and slavery education through teaching respectively historical empathy and positionality. Stimulating historical empathy and emphasizing positionality with pupils affect the presentation of historical distance and perpetration. Through these approaches teachers risk providing pupils with the understanding that everyone, including perpetrators, can be seen as victims of their historical circumstances, making it challenging to assign moral responsibility. To address this risk of perpetration minimization, this article explores underlying causes and offers recommendations.

ABSTRACT The objective of this article is to explore differentiation of education through juridification. We examine changes in school governing, including trends towards globalization and marketization, as well as increased regulatory intervention in addressing complex social problems. Drawing on Luhmann’s theory of functional differentiation and Teubner’s problematization of juridification, we scrutinize three sets of distinct legislative regulations in a Swedish context. We uncover a multifaceted juridification alongside a multifunctional school organization nested in a complex web of differentiated and interconnected subsystems. Traditional forms of differentiation persist, albeit with juridification as a lever, thus sparking renewed tensions.

ABSTRACT A crucial competence for mentor teachers is the ability to analyse classroom practices as they are expected to model effective teaching practices and to provide feedback to student teachers. This ability is referred to in the literature as professional vision. The present study assesses mentor teachers’ (n = 137) professional vision regarding teacher-student interactions and differentiated instruction, using a validated video-based comparative judgement measurement instrument. The results indicate that mentor teachers have a high professional vision. It can thus be assumed that mentor teachers can support student teachers. Additionally, their professional vision is compared with that of classroom teachers (n = 996) and student teachers (n = 2168), expecting it to be significantly higher than that of classroom teachers and student teachers. The results show no significant difference between mentor teachers and classroom teachers but a significant difference between mentor teachers and student teachers. Hence, mentor teachers and classroom teachers are equally able to identify and interpret crucial aspects of effective teaching behaviour and both groups are better able than student teachers in this regard. This study contributes to the current state of the art on mentor teachers from a theoretical, empirical and methodological point of view.

ABSTRACT The concept of differentiation holds immense significance in education, touching upon aspects like access, inclusion, justice, and equality. However, it is also a complex and elusive notion, which acquires different meanings across historical and cultural contexts. This article explores the shifting reasoning about differentiation in the Swedish educational context. Inspired by Foucault’s account of disciplinary power, it conceptualizes differentiation as a technique for marking and addressing gaps between individuals. Drawing on an analysis of governmental and scholarly reports from 1842 to the late 1960s, the article identifies three shifts in the reasoning on differentiation: 1) from differentiation by socioeconomic class as a given factor to the search for scientific rationales for differentiation based on measurement of intellectual ability, 2) from viewing differences in intelligence as biologically conditioned and stable to viewing them as amenable to training and correction through education, and 3) from a focus on inputs to a focus on outputs. Overall, the article argues that even if the term ‘differentiation’ itself has been discursively replaced by others, the ideas underlying it—the search for gaps—continue to shape education in Sweden and beyond.

ABSTRACT This paper examines the extent to which there has been a shift towards disciplinary knowledge in recently developed curriculum documents in New Zealand and evaluates whether a new ‘Understand, Know, Do’ structure for the curriculum has the potential to facilitate coherent design of teaching programmes and ‘deep learning’. Using a social realist lens, Bernsteinian theories on knowledge structures and recontextualization, and the principles of a Curriculum Design Coherence Model, the analysis identifies instances of both conceptual coherence and epistemic confusion which raises questions about the underlying principles upon which the curriculum documents are being developed.

ABSTRACT In 2020, Miriam Ben-Peretz, the Israel Scholar of 2006 and a member of the U.S. National Academy (in addition to being a recipient of Israel’s EMET Prize for Research in Education and an American Educational Research Association Fellow) passed away. Ben-Peretz, whose life patterned Israel’s contested history (including its wars), was equally well known worldwide and at home. This intellectual biography captures her career trajectory, her abridged academic family tree, her research interests, and how her scholarship spread at home and abroad. Her knowledge creations: curriculum making, curriculum potential and curriculum encounters, are spotlighted. Her longstanding relationship with, and support of MOFET (Institute for Research and Curriculum Development in Teacher Education), which was founded Israel’s Ministry of Education, formed a seedbed for her knowledge utilization, knowledge mediation, and knowledge dissemination. Ben-Peretz’s career illuminates how she, as a pioneering female and founding citizen of Israel, made headway so that others, could follow in her footsteps. How to live optimistically, despite encountering barriers that would break others, is the legacy that Miriam Ben-Peretz left.

ABSTRACT Postcolonial studies have long identified history curriculum as a site of empire building. High stakes exams like the Global History Regents Exam in New York (NYGHR) undoubtedly impact curriculum but have yet to be examined through a postcolonial lens. This study evaluates to what extent, if at all, the NYGHR perpetuates eurocentrism as defined by four concepts from the literature: numerical representation, replacement, tokenism and narrative erasure. Through both qualitative and quantitative analysis, the study finds the exam to be eurocentric both in its numerial underrepresentation of the global south, and in its replacement and ommission of global south achievement, its overuse of tokenism, and its flagrant narrative erasure of the violence of colonialism. The study posits implications and next steps for students, practitioners and future research on how to build inclusive, student driven global history curricula

ABSTRACT National curriculum reform is a complex negotiation point of how basic education should be practiced and what role it should take in society. The question of participation in this process is central to creating a coherent, responsible, and implementable curriculum—but still left for little investigation in the national level reforms. Our goal was to answer, how can participation in curriculum reform create coherent system-wide change in a complex education system? In this study, we approach the participative national Finnish Core Curriculum Reform 2014, through interviews of the reform steering group who acted as central stakeholders in the reform. We practiced a thinking with theory -oriented analysis and utilized Michel Callon’s four moments of translation as a theoretical framework to examine the interviews. Results illustrate how the moment of interessement leads to enrolment—how participation adds complexity to reforms but also offers an opportunity to build more coherent and lasting system-wide change from it during the processes of learning with and from each other. The results also provide us with a practical view on why coherent, lasting change cannot be authoritatively forced in a system, such as the education system, but is by its nature networked, collaborative and shared.

ABSTRACT This article seeks to contribute to recent theorizing around the concept of powerful knowledge. I begin with a discussion of the current use of the term in both academia and the wider institutional environment of schools. I then give a detailed account of its origins in social realism before exploring different iterations of the concept in recent academic work. The second half of the article seeks to develop the idea of ‘power’ in powerful knowledge by engaging with the criticisms of philosopher John White. I do this by bringing in the philosophical work on the concept of power offered by Peter Morriss. I conclude that Morriss’ analysis of power can help reveal why ‘power’ is best seen as a disposition to effect certain ends. I suggest that this helps resolve some of the concerns of White and provides a template for how to think about powerful knowledge going forward.