Curriculum Inquiry Research Articles

Interpreting, translating, and embedding school curriculum in physical education teacher education: the need for collective action within and across the teacher education continuum

ABSTRACT Olson, J. K. [1977. “Teacher Education and Curriculum Change: Reexamining the Relationship.” Curriculum Inquiry 7 (1): 61–66]. https://doi.org/10.1080/03626784.1977.11076205. argued how in the wave of curriculum development, the role of teachers, and therefore initial teacher education (ITE), had been neglected and as such, they provided a vision for a revised form of ITE. We contend that almost 50 years on, the ITE community is yet to fulfil this vision for ITE. We explore this argument through the recent wave of physical education curriculum policy development, particularly the introduction of Leaving Certificate Physical Education (LCPE), and the processes of interpretation, translation, and embedding curriculum into ITE. We were guided by the research question: How are physical education teacher educators embedding curriculum into their Physical Education Teacher Education (PETE) programmes to best prepare pre-service teachers (PSTs) to teach such curriculum? Seventeen physical education teacher educators across three ITE institutes were interviewed on the processes of embedding LCPE into their respective programmes. Findings discuss the necessity for PETE programme reconfiguration, the (mis)alignment between PETE and current realities of PSTs, schools, and society, and highlight the need for advocacy and sharing across PETE. This paper advocates for teacher educators to be positioned as policy actors, pedagogical possibilities in PETE, and the need for different stakeholders to work (and learn) together.

Curriculum Inquiry to Strengthen Teacher Preparation for Supporting Multilingual Learners in Rural Settings

Curriculum Inquiry to Strengthen Teacher Preparation for Supporting Multilingual Learners in Rural Settings

Challenging dominant education paradigms: posthuman feminist inspirations towards alternate pathways for decolonising the curriculum

AbstractSouth Africa’s curriculum, and education system at large, remains humanistic and dominated by Western Eurocentric ways of thinking, doing and being. The ongoing protest action in higher education has made explicit the inequalities that continue to keep epistemic violence, Eurocentrism, and human exceptionalism intact. Central to this protest action has been the need for curriculum inquiry to reinvent itself and go against the pedagogical grain by advocating for a decolonised curriculum. However, the decolonial turn has largely been a structural exercise of abstract and rhetoric intensity fueled by a language of critique that is entrapped in discursive tendencies that inhibit the type of radicalism needed for it to invigorate alternatives that can challenge dominant education paradigms. This article is inspired by posthuman feminist theory that troubles the logic of advanced capitalism, epistemic injustice and dominant education paradigms. Invoked by new materialism, intra-actions of our becoming within and as part of the world are the deep entanglements of ethics, knowing and being that can spur scholarly activism. Four curriculum studies scholar activists shared their narratives of how they are enacting their curriculum to challenge dominant education paradigms. Their lived experiences as material, relational, embodied and embedded incite posthuman tendencies of what it means to teach to transgress. Experimenting with transversal transgressions this article attempts at a non-anthropocentric, feminist inspired perspective for curriculum inquiry to find alternative pathways for decolonising the curriculum so that it can rise to the challenges of our time.

Curriculum Inquiry as a Contextualised Social Practice within an Activity System

Curriculum Inquiry as a Contextualised Social Practice within an Activity System

Engaging diverse voices across sites of curriculum making in Australia: realities and possibilities

AbstractResearch to date has pointed out that during periods of curriculum reform, public debate gets politicised resulting in an over-emphasis on top-down approaches to curriculum making. As a group of curriculum inquiry researchers, we are concerned that teachers, students, school leaders and community organisations are often side-lined as integral curriculum actors in curriculum making processes. This paper challenges top-down, discipline-siloed conceptualisations of curriculum making by bringing together three separate curriculum projects, as illustrations, for the purpose of rendering diverse articulations of curriculum as a social process. We apply Priestley et al.’s (Priestley et al., Curriculum making in Europe: Policy and practice within and across diverse contexts, Emerald Publishing Limited, 2021) sites of curriculum making as a conceptual frame, to articulate the diversity of curriculum making activities, curriculum actors and sites of curriculum making in primary and secondary settings. The three illustrations include examining how teachers and students participate in curriculum making about Asia and Australia’s engagement with Asia at macro and meso sites; how listening to secondary students as curriculum actors allows them to contribute to shaping school History beyond the nano sites of the classroom and how community and arts-based approaches empower primary students to engage in nano curriculum making (e.g. Hannigan & Kelly, Hannigan and Kelly, Lin et al. Sinner et al. Irwin (eds), Community arts education: Transversal global perspectives, Intellect, 2023). By engaging a collaborative approach that uses illustrations to draw a complementary transdisciplinary picture of the realities and possibilities of curriculum making across different sites, this paper makes a novel methodological contribution to the field of curriculum inquiry.

Designing Game-Centred Curricula: A Critical Inquiry

Background: Digital games as technologies for teaching and learning are finding their way into schools with increasing frequency, raising questions about how teachers plan for their use. Aim: This paper utilises curriculum inquiry to explore the experiences of teachers designing curricula that centre digital games for play and study. Methods: We employ a memory work methodology to analyse four English teachers’ reflections, emphasizing the value of reflecting on everyday actions to understand the complexity of professional lives and the situated nature of knowledge. Results: Our paper reveals that designing and implementing digital game-centred curricula is complex. The analysis of themes related to engaging with students’ lifeworlds, planning for skills and knowledge, the challenges of play, and issues of access and equity, suggest use of technology for school learning is always inseparable from other phenomena, such as teaching methods, purposes, values and contexts. Conclusion: Those engaged in the design of game-centred curricula are in a constant state of negotiation which neither starts nor ends with the production of material artefacts.

Explorations in Curriculum Studies: The “Why” of Curriculum Inquiry, The “What” of Curriculum Inquiry, The Current State of Curriculum Inquiry and the ‘Curricular’ in Curriculum Inquiry

Explorations in Curriculum Studies: The “Why” of Curriculum Inquiry, The “What” of Curriculum Inquiry, The Current State of Curriculum Inquiry and the ‘Curricular’ in Curriculum Inquiry

A bibliometric journey into research trends in curriculum field: Analysis of two journals

The field of curriculum is characterized by its porous and evolving boundaries, which are influenced by ongoing shifts in sociological, technological, scientific, and political domains. Given this dynamic context, the field necessitates continuous advancements to address these evolving trends. Consequently, its scope and prevailing research foci are subject to change, thereby shaping curricular adaptations. The primary objective of this study is to delineate the contemporary scope of curriculum studies by examining prevailing topics of discourse. Research articles published in two selected journals—Curriculum Inquiry and Journal of Curriculum Studies—were analyzed to achieve this. These journals were chosen for their alignment with the study's objective and were employed as primary data sources. A bibliometric analysis was conducted on data harvested from these publications, utilizing descriptive statistics through the Web of Science (WoS) system as an initial analytical step. Subsequently, VOSviewer software was employed for advanced bibliometric analyses. The study's findings offer both visual and descriptive insights into how the thematic focus within curriculum studies has shifted over time. Notably, recent discussions within the field underscore the exigency for democratic curriculum reforms. Moreover, the issues addressed by the selected journals closely align with current societal challenges.

Graduate School Curriculum Inquiry from The Lens of the Graduates: A Single Intrinsic Case Study

The evaluation of the curriculum is a critical aspect of curriculum development as it allows the school administration to assess whether the curriculum has successfully achieved its objectives. This study aimed to identify the strengths and areas for improvement in a graduate school curriculum. To conduct this qualitative case study, the researchers utilized purposeful sampling, selecting graduate students in the thesis writing stage and recent graduates from various courses offered in the graduate school. A total of 10 participants willingly participated in the focus group discussion, while four took part in the exit interview. The researchers employed focus group discussions and exit interviews as data collection tools, focusing on the participants’ experiences with the graduate school curriculum. The findings revealed three main themes: Advancing professional capability, empowering experiences, and overcoming research hurdles. These themes indicated that the Graduate School Curriculum had contributed to the development of the participants' research skills in their respective disciplines, ultimately empowering them to develop leadership skills in the workplace. This was largely facilitated by the professors' effective facilitation of the learning processes. While this study provides valuable insights into the strengths of the graduate school curriculum, the study points to the need to intensify its scaffolds on the area of research and of reflecting further on the sequence of curricular offerings tailored to fit the context of graduate students in an online environment. A further empirical investigation using quantitative methods is endorsed to obtain more robust information on the curriculum's best features and to enhance its overall effectiveness.

The Quest for Recognition and Curricularisation of South African Music Education in Basic Education

Framed within curriculum inquiry theory, this article argues for the necessity to merge music curricula with music educator curricula in the existing Curriculum and Assessment Policy Statement (CAPS) offered by the South African Department of Basic Education (DBE). Currently, being educated in music does not qualify a graduate to be a music educator, as an additional qualification is necessary. Music-trained educators leaving universities are required to undertake a Postgraduate Certificate in Education (PGCE) to be recognised as music teachers in public schools, hence the need for reform. The main purpose of this article is to discuss the quest for Recognition and Curricularisation of South African music education in basic education. The study adopted a qualitative research method to collect data, using previous and recent scholarly writings. The findings of this article were presented in themes developed through the questions presented. The over-arching conclusion is that South African universities’ music qualifications should be recognised as teaching qualifications. Keywords: Basic Education, Curriculum and Assessment Policy Statement (CAPS), Music Educators, PGCE, Skills

Development of a United States Radiation Oncology Curricular Framework: A Stakeholder Delphi Consensus

A United States (US) radiation oncology curriculum, developed using best practices for curriculum inquiry, is needed to guide residency education and qualifying examinations. Competency-based training, including entrustable professional activities (EPAs), provides an outcomes-based approach to modern graduate medical education. This study aimed to define US radiation oncology EPAs and curricular content domains using a deliberative process with input from multiple stakeholder groups. The Radiation Oncology Education Collaborative Study Group Core Curriculum Project Leadership Committee developed initial content domains and EPAs. Following recruitment of stakeholders, a Delphi process was used to achieve consensus. In the first round, content domains and EPAs were reviewed for inclusion and exclusion, clarity, time allocation (content domains), and level of training (EPAs). Participants submitted additional content domains and EPAs for consideration. Any content domains or EPAs 1 standard deviation below the median for inclusion and exclusion underwent Leadership Committee review. All participants completing the first Delphi round were invited to the second round. Percent curriculum time allocated for content domains and a single subdomain were finalized. New EPAs or EPAs undergoing major revisions were reviewed. A total of 186 participants representing diverse stakeholder groups participated. One hundred fourteen completed the first Delphi round (61.3%). Of 114 invited, 77 participants completed the second round of the Delphi process (67.5%). Overall, 6 of 9 content domains met consensus, 1 content domain was removed, and 2 content domains were combined. Four subdomains of a single content domain were reviewed and met consensus. Consensus on percent time allocated per content domain and subdomain was reached. Of 55 initial EPAs, 52 final EPAs met consensus. Deliberative curriculum inquiry was successfully used to develop a consensus on US radiation oncology content domains and EPAs. These data can guide the allocation of educational time in training programs, help inform weighting for qualifying examinations, and help guide clinical training and resident assessment.

Techniques or Disciplines? Mervyn Himbury and the Purpose of Ministerial Education

ABSTRACT The question of how Baptist ministers are best prepared for service in the Church has been part of Baptist life from the beginning. Mervyn Himbury (1922-2008), historian and educational leader in Wales and in Australia, wrestled with these issues continually. He challenged the focus on techniques and skills, arguing for ministerial education based upon the disciplines of biblical and theological reflection, continuous learning and love for God and the world. This paper draws upon Himbury's published works, which set these issues in an historical and theological perspective, while engaging with the immediate challenges in Melbourne, where he was the founding Principal of Whitley College. The paper draws upon curriculum inquiry and ideological perspectives which may shape educational practice, then considers whether these approaches may apply to ministerial education. This discussion serves to further clarify the nature and purpose of ministerial education in general and Himbury's contribution in particular.

Margaret’s reading lessons; or, literature as curriculum

ABSTRACT All too often lost in the pressure and intensity of the current practice of English teachers and literacy educators is due acknowledgement of the continuing importance of history. This paper brings together two concerns: the work of Margaret Meek Spencer as a key figure in the history of English teaching, reading pedagogy and literacy education, and the value of curriculum inquiry as a resource for re-focusing and renewing the field. In that context, the paper introduces a particular notion of literature as curriculum, working first with one of Meek’s most generative texts and then linking with another key figure in English curriculum history, James Moffett, to outline what is possible when the relationship between literature and curriculum is richly reconceptualised.

Re/thinking Curriculum Inquiry in the Posthuman Condition: A Critical Posthumanist Stance

In the reconceptualisation era of curriculum studies, scholars drew on a range of theories such as existentialism, phenomenology, psychoanalysis, feminism, poststructuralism, and especially critical theory. They used critical theory as a lens to examine the influence of social and political forces on curriculum, in particular the role of dominant ideologies on schooling and higher education in capitalist societies. In this article we explore some of the limitations this has, especially with regard to the current posthuman condition, without repudiating all the benefits that it has offered. Then we re/think curriculum studies in the posthuman condition, drawing on insights from a particular strand of posthumanism, critical posthumanism. We experiment with the real, as well as with what a reconceptualised subject (one that is ecological) might mean for curriculum inquiry in South Africa. In our exploration, we re/think the curriculum concepts: curriculum-as-lived, curriculum as complicated conversation, and currere.

Reflecting on the nature of Curriculum Inquiry in South Africa 2010 –2021

Reflecting on the nature of Curriculum Inquiry in South Africa 2010 –2021

Author Biographies

Author Biographies

Development of a United States Radiation Oncology Curricular Framework: A Stakeholder Delphi Consensus

<h3>Purpose/Objective(s)</h3> A United States (US) radiation oncology (RO) curriculum, developed by key stakeholders using best practices for curriculum inquiry, is needed to guide residency education and qualifying examinations. Competency-based training, including entrustable professional activities (EPAs), provides an outcomes-based approach to modern graduate medical education. This study developed the first list of US RO EPAs and curricular content domains (CDs) to guide resident training and assessment in the modern era. <h3>Materials/Methods</h3> The Radiation Oncology Education Collaborative Study Group (ROECSG) Core Curriculum Project Leadership Committee (LC) developed initial EPAs and CDs. Following recruitment of stakeholders, a Delphi process was used for consensus. In the first Delphi, EPAs and CDs were reviewed for inclusion/exclusion, clarity, level of training (EPAs only), and time allocation (CDs only). Participants submitted additional EPAs/CDs for consideration. Any EPA or CD one standard deviation below the median underwent LC review. All participants completing the first Delphi were invited to the second. New EPAs or EPAs undergoing major revisions were re-reviewed. Percent allocated curriculum time was finalized for CDs and for a single subdomain (SD). <h3>Results</h3> 186 participants representing diverse RO stakeholder groups volunteered to participate. 114 completed the first Delphi (61.3%): 6/9 CDs met consensus, 1 CD was removed, 2 CDs were combined (Table 1). Of 114 invited, 77 participants completed the second Delphi (67.5%). Of 55 initial EPAs, 52 final EPAs met consensus. 4 SDs of a single CD (Applied Sciences) were reviewed and met consensus. Consensus on percent time allocated per CD and SD was reached (Table 1). <h3>Conclusion</h3> Deliberative curriculum inquiry was successfully used to develop a consensus on US RO CDs/SDs and EPAs. These data can guide educational time in training programs and help inform weighting for qualifying examinations. CDs are not exclusive; educators must ensure all CDs are considered when delivering curriculum content, regardless of the primary CD. RO-specific EPAs can guide clinical training and resident assessment. The Delphi should be used to reach consensus recommendations for SD content breakdown. Given the evolving nature of RO and the need for curriculum renewal, the Delphi process will be repeated on an interval basis.

Exploring the Impact of Field-Based Supervision Practices in Teaching for Social Justice

The purpose of this study is to understand how field-based supervisory practices support preservice teachers’ conceptualizations of reflective practice, curriculum inquiry, and social justice-oriented pedagogies. Moving away from the more traditional supervisory triad model (e.g., preservice student--cooperating teacher--university supervisor), our qualitative investigation examined five supervisory practices: formal observation, Lesson Study, video debriefs/observations, guided observations, and participation in Intellectual Learning Communities (ILCs). Through a case study of two preservice teachers, this study highlights how these supervisory practices helped support preservice teachers’ notions of reflective practice and curriculum inquiry but did not deepen their notions of social justice and inclusivity.

A systematic scoping review of undergraduate medical ethics education programs from 1990 to 2020

Introduction Ensuring medical students are equipped with essential knowledge and portable skills to face complex ethical issues underlines the need for ethics education in medical school. Yet such training remains variable amidst evolving contextual, sociocultural, legal and financial considerations that inform training across different healthcare systems. This review aims to map how undergraduate medical schools teach and assess ethics. Methods Guided by the Systematic Evidence-Based Approach (SEBA), two concurrent systematic scoping reviews were carried out, one on ethics teaching and another on their assessment. Searches were conducted on PubMed, Embase, PsycINFO and ERIC between 1 January 1990 and 31 December 2020. Data was independently analysed using thematic and content analysis. Results Upon scrutinising the two sets of full-text articles, we identified 141 articles on ethics teaching and 102 articles on their assessments. 83 overlapped resulting in 160 distinct articles. Similar themes and categories were identified, these include teaching modalities, curriculum content, enablers and barriers to teaching, assessment methods, and their pros and cons. Conclusion This review reveals the importance of adopting an interactive, multimodal and interdisciplinary team-teaching approach to ethics education, involving community resource partners and faculty trained in ethics, law, communication, professionalism, and other intertwining healthcare professions. Conscientious effort should also be put into vertically and horizontally integrating ethics into formal medical curricula to ensure contextualisation and application of ethics knowledge, skills and attitudes, as well as protected time and adequate resources. A stage-based multimodal assessment approach should be used to appropriately evaluate knowledge acquisition, application and reflection across various practice settings. To scaffold personalised development plans and remediation efforts, multisource evaluations may be stored in a centralised portfolio. Whilst standardisation of curricula content ensures cross-speciality ethical proficiency, deliberative curriculum inquiry performed by faculty members using a Delphi approach may help to facilitate the narrowing of relevant topics.

Radiation Oncology Deliberative Curriculum Inquiry: Feasibility of a National Delphi Process

A formal United States (US) radiation oncology (RO) curriculum is needed to guide resident education and qualifying examinations. Deliberative curriculum inquiry can be used to gain consensus on a curriculum from multiple stakeholder groups. Competency-based training, including entrustable professional activities (EPAs), provides an outcomes-based approach to modernize graduate medical education. This study aims to formalize a US curricular framework by identifying content domains (CDs) and EPAS for US RO using a Delphi method.