Curriculum Perspective Research Articles

The need for First Nations pedagogical narratives: epistemic inertia and complicity in (re)creating settler-colonial education

ABSTRACT The purpose of this conceptual paper is to posit a possible reason why non-Indigenous educators are seen to be ‘cautious’ in their pedagogic engagement with First Nations perspectives in curriculum, why interventions and programmess around reconciliation and truth-telling have limited traction in affecting change in school culture, and why the Australian education system is constructed to be, and remains, largely hostile to First Nations Peoples and perspectives. Despite several decades of studies exploring these phenomena and concerted efforts to ‘fix the problem’, there has been a systemic failure to shift discourses and practice beyond the completely absent, tokenistic, or superficial inclusion of First Nations narratives in Australian education. We argue that power-knowledge relations of settler-colonial discourses are fundamentally at play and that by examining how disciplinarity and settler-colonial frameworks of knowledge control operate in education, we conceptualize a possible reason to the pedagogical challenges faced in the decision-making and integration of First Nations narratives in curriculum.

Two-Ways thinking and Two-Eyed Seeing as ways of implementing Indigenous perspectives in the science education curriculum

A groundswell to include Indigenous Knowledge in the school science curriculum has led to the inclusion of Aboriginal and Torres Strait Islander Histories and Cultures (generally known as Indigenous perspectives) in the overall Australian Curriculum (AC) and the Australian Curriculum: Science (ACS). However, the experiences in other countries, their states and provinces are quite different and diverse, particularly when it comes to incorporating Indigenous Knowledge in resistant disciplines such as science. The AC and ACS are examined and compared with similar curriculum from elsewhere. The causes of resistance to the inclusion of Indigenous perspectives are identified, as well as other structural impediments. Strategies such as the Two-Ways or Two-Eyed Seeing approaches with epistemic insight are seen as a functional way of bridging Indigenous and Western cultures for policy makers, curriculum developers, educators and teachers, and ultimately students.

Significance and Path of Integrating Local Culture into School-Based Chinese Curriculum in Middle Schools of Shandong Province

The local culture of Shandong Province with unique characteristics provides valuable resources for the development of school-based Chinese curriculum in middle schools. From a cultural perspective, a school-based curriculum injects impetus for the times transformation and innovative development of local culture. From the curriculum perspective, the integration of local culture is conducive to expanding the curriculum extension. Meanwhile, the integration of school-based curriculum and local culture improves students' comprehensive quality, which has been practiced in primary and secondary schools in Shandong. The path of integrating school-based Chinese curriculum into local culture in middle schools in Shandong Province should be considered from many aspects such as curriculum form and curriculum content. The development of a school-based curriculum should follow the principles of comprehensiveness, instrumentality, humanism and practicality with a clear concept of curriculum development. Besides, attention should be paid to curriculum evaluation to realize their organic integration to the greatest extent.

Simulated Learning Environments as an Interdisciplinary Option for Vocational Training: A Systematic Review

Background The current scenario of university education calls for training spaces that go beyond direct instruction and knowledge memorization exercises. Such requirement stems from the need to articulate very diverse knowledge and skills that the current professional must develop both in university practice and in their daily work. Given this circumstance, it is imperative to build new teaching experiences that articulate the space of practice and the knowledge that corresponds to it, as scenarios for the interdisciplinary and permanent construction of knowledge. Method To address this issue, a systematic literature review has been conducted to explore research from the last 20 years on the educational implementation of simulations in various professions. After conducting filtering and sampling processes, 101 articles were reviewed, which were read in depth and to which qualitative processes of categorization and frequency analysis were applied. Results The results of the review highlight some advantages and limitations of simulations as learning resources and suggest the importance of their deployment from an interdisciplinary perspective of teaching, especially in health sciences. Conclusion Finally, we reflect on the importance of approaching simulation-based learning from a curricular perspective, which brings learning in higher education closer to the complex realities of the world of work. In addition, the existence of great challenges and transformative effects of its implementation on university educational structures and models is highlighted.

Gender analysis of the World Health Organization online learning program on Immunization Agenda 2030.

Vaccine-preventable diseases pose a significant threat to children under five globally, creating disparities in immunization coverage. Despite its cost-effectiveness and life-saving potential, immunization faces challenges in achieving equitable coverage. Gender inequalities deeply influence access to healthcare, affecting immunization rates. This study examines the action plans submitted by participants of the World Health Organization's (WHO) IA2030 Scholar Level 1 certification course in 2021. A qualitative analysis was conducted on a subset of 111 action plans that scored above 75%, employing narrative thematic analysis to categorize and explore gender incorporation and identified barriers based on the IA2030 Gender Guide. Among the 111 analyzed action plans, gender considerations were present in almost all plans, underscoring the effectiveness of integrating gender perspectives in the course curriculum. The most frequently cited barriers included low education and health literacy, issues related to accessing quality immunization services, gendered dynamics in decision-making within households, and limited access to resources and mobility, predominantly impacting women. The findings confirm that gender inequalities significantly contribute to suboptimal immunization coverage. An intersectional approach, recognizing diverse social markers impacting immunization, is vital to address disparities effectively. Moreover, the need for gender-sensitive data and deeper understanding of intersectional dynamics was emphasized. The study highlights the importance of gender-transformative interventions, including community engagement and efforts targeting both men and women to enhance immunization coverage. While acknowledging limitations, such as potential biases in peer evaluations and the need for wider inclusivity in gender perspectives, this analysis underscores the significance of mainstreaming gender in immunization capacity-building programs. The integration of gender considerations not only raises awareness but also equips professionals to create more gender-responsive immunization programs. Continuous efforts to incorporate gender perspectives can lead to more effective, equitable, and gender-transformative immunization initiatives at various levels.

Problematizing the ‘problem’ of writing in the NSW curriculum: a call for a (re)turn to practice

AbstractIn a time of curriculum revision in NSW, an “instrumental/technical approach” (Brennan, Curriculum Perspectives 42:85–89, 2022, p. 86) is being (re)affirmed as the dominant understanding of curriculum. Sidelined, deliberately or otherwise, has been an understanding of curriculum as practice—an understanding which could have served as “a necessary counterpoint to current (official) constructions” (Green, Curriculum Perspectives 41:213–225, 2021, p. 215) and representations of the curriculum in a good deal of ‘expert’ media commentary. In the context of the ‘crisis’ messaging being voiced in much of the public discourse, I critically examine the proposed role of a strengthened writing curriculum in remediating what are said to be falling educational standards. Influenced by Carol Bacchi’s (Bacchi, Analysing policy: What’s the problem represented to be?, Pearson Australia, 2016) ‘What’s the Problem Represented to be?’ approach to policy analysis, I consider the discursive work entailed in propagating a ‘syllabus-ised solution’ to the ‘problem’ of writing in NSW. I highlight the essential and reductive paradox of this ‘solution’: the marginalising of practice. Motivated by Bill Green’s (Green, Curriculum Perspectives 41:213–225, 2021) published version of his Garth Boomer Memorial Address, presented at the 2021 national conference of the Australian Curriculum Studies Association, I draw from Boomer’s thinking on the teaching of writing to propose a practice (re)turn in NSW curriculum considerations and work. Given that the rollout of new syllabuses has been delayed with a change of government, I hope that my reflections might add something generative to curriculum knowledge work in NSW, giving teachers and their practice due accord in the work of teaching students to write as writers do.

싱가포르 중학교 수학교과서에서의 빅 아이디어 접근 구현 사례 연구

Big Ideas approach is gaining attention as a design and implementation perspective for curriculum that intends connected and coherent mathematics learning. This study conducted quantitative and qualitative analysis on horizontal connections between mathematical content in middle school mathematics textbooks of Singapore where Big Ideas approach was applied. The quantitative analysis revealed the strength of horizontal connections within strands and within topics by Big Ideas. Among the eight Big Ideas in Singapore mathematics curriculum, “diagrams” and “notations” aided generally high level of horizontal connections, while “functions,” “invariance,” and “models” promoted generally lower level. The qualitative analysis distinguished between process-oriented and concept-oriented Big Ideas. Horizontal connections by process-oriented Big Ideas were further classified into “connections by conventional mathematical practices” and “connections through non-routine mathematical reasoning”, while horizontal connections by concept-oriented Big Ideas were classified as “deductive connections based on definitions” and “inductive connections based on awareness of structure”. Results are discussed and implications for the implementation of Big Ideas approach in the 2022 revised mathematics curriculum are suggested.

Uncovering Indigenous perspectives in the Australian engineering curriculum: a systematic literature review of practical examples

ABSTRACT This paper documents and shares findings from a Systematic Literature Review (SLR) that was conducted to explore what published evidence exists of how Indigenous perspectives have been incorporated into the Australian tertiary engineering curriculum. The importance of embedding these perspectives into engineering education is known as it provides holistic and authentic learning experiences, reflects real world and industry practices, and better equips graduates. Engineers must competently demonstrate understanding of, and ethical conduct for, social and community duties. In order to provide graduates with the knowledge and awareness of how engineering practices affect human, societal, and environmental demands, it is becoming increasingly important to emphasise the human elements of engineering. The SLR resulted in 27 included results which highlighted six reoccurring themes, vital for the shared success when embedding Indigenous perspectives. This included community engagement, capacity building for engineering educators, resource repository, storytelling, use of frameworks, and projects.

Bridging Imagination and Education: How Students Perceive Fantasy Stories within the Merdeka Curriculum

The success of the learning process is greatly influenced by students' perceptions. The main question that will be answered in this research is how students perceive learning fantasy stories from the perspective of the Independent Curriculum. The study addressed students' perceptions, which can be crucial when developing or revising curricula. Educators can create more effective teaching methods and materials by understanding how students perceive specific topics or subjects. Also, the discovery that students have no interest in studying fantasy stories but prefer contextual learning based on Jambi regional folklore is a significant one. This finding highlights the importance of context and cultural relevance in curriculum design. Again, the study could have direct implications for the Merdeka curriculum and potentially for other curricula in Indonesia or regions with similar cultural contexts. Including regional folklore might be a more effective way to engage students and promote learning. Thus, the manuscript seems relevant, especially for educators and policymakers in the region or those interested in curriculum design and cultural context in education. However, its broader applicability might be limited due to its specific focus on one city in Jambi. Nevertheless, it serves as a starting point for more extensive research on the topic and offers a valuable perspective on students' preferences in curriculum content.

Reducing racism in education: embedding Indigenous perspectives in curriculum

This paper begins with a discussion of a program of work to map and embed Indigenous perspectives at RMIT University, outlines issues relating to the uptake of its guiding principles and actions, and then proposes a rethinking of the work. The authors argue that non-Indigenous educators are often ill equipped to undertake curriculum deconstruction or review. They lack a comprehensive understanding of colonial history, truth telling, racism, and the impact of power dynamics, with its institutional privileging of whiteness. It is often only with this foundational knowledge that staff are positioned to undertake curriculum analysis and ensure that their teaching environments are culturally safe. While this paper is case specific, the original project and the reconsideration of behaviours and actions are relevant to all educational institutions facing similar stumbling blocks when it comes to informing educators in the knowledge and capabilities required to include Indigenous perspectives in curricula and to create safe teaching environments.

An exploration of the conceptualization, guiding principles, and theoretical perspectives of inclusive curriculum

This paper extensively examines the concept of inclusive curriculum in education by conducting a comprehensive review of relevant literature. Its primary objective is to promote equal opportunities and meaningful learning experiences for all students. The study sheds light on the multifaceted dimensions of inclusive curriculum, investigates key theoretical perspectives in inclusive education, and analyzes the various components of curriculum within an inclusive framework. The inclusive curriculum encompasses content, instructional methods, assessment strategies, and learning environments, which collectively contribute to a comprehensive and holistic approach. The paper emphasizes the significance of fundamental principles such as equity, access, social justice, collaboration, individualized support, positive school climate, and inclusive policies and systems in the design and implementation of an inclusive curriculum. The examination of theoretical perspectives, including the social model of disability, constructivism, critical pedagogy, and universal design for learning, underscores their relevance to inclusive curriculum. These perspectives underscore the importance of recognizing and embracing diverse identities and cultures, thereby fostering inclusive learning environments that promote diversity, equity, and meaningful participation. In conclusion, the paper highlights the pivotal role of adopting an inclusive curriculum in cultivating inclusive learning environments that prioritize diversity, equity, and meaningful participation. The synthesis of literature and theoretical perspectives provides valuable insights into the design and implementation of effective inclusive curricula in educational settings.

Argumentation and mathematical communication in textbooks for the eighth grade of primary education

The purpose of this article is to characterise the questions that focus on the ability to argue and communicate in textbooks, from the curricular perspective and the Krummheuer’s model. For this, we carried out a content analysis by applying two checklists to the students' texts, the teacher's teaching guide, and the students' workbook for the 8th grade of basic school in Chile. After the analysis of 50 activities, we found that the questions that focus on the ability to argue and communicate lack collaborative work. This means the students assume a passive role within the work involving skill, since they work alone, without the necessary in-teraction to generate the development of the skill. It is also evident that the Krummheuer’s model complies with developing this skill, however, elements of the Toulmin Model -qualifiers and rebuttal- appear, which makes the process and work with this skill more complex and complete than is believed. Finally, it is necessary to alter the teaching guide, since it does not develop guide-lines on how teachers should work with the argue and communicate skills in the classroom.

Augmenting the quality of Acehnese knowledge-based EFL material through a 4D model

Integrating local knowledge into English learning material is crucial in this globalized era as it has multiple functions, such as building students’ identity, motivating them to learn, making them attached to their culture, and preserving their local knowledge. Anchored by the curriculum theory, this study systemically developed an Acehnese Islamic cultural knowledge-based lesson material for learning English by students at senior high school and analyzed its quality based on the curriculum perspective. In doing so, this study involved EFL teachers using Tiagarajan’s 4D (Define-Design-Develop-Disseminate) model for developing the English learning material as a supplementary material for senior high schools. Local knowledge, such as Molod Nabi, Meuleumak, and Toroyong, was selected to be its content. Its quality was then assessed based on the quality criteria of a curriculum product, such as validity and practicality. The results revealed that the Acehnese local culture knowledge-based EFL lesson material for senior high schools is valid based on the teachers’ perceptions. It contains state-of-the-art knowledge and is practical for teaching English to foster the deradical characters of senior high school students. In conclusion, using the 4D model in collaboratively developing the local knowledge-based EFL English lesson material is beneficial for producing high-quality curriculum products.

Implementation of Islamic Religious Education Learning in an Independent Curriculum Perspective

Islamic Religious Education the subject that emphasizes aspects of improving the behaviour of students had a responsibility to solve these problems, because of that PAI was expected to be able to motivate students to do good and leave everything that was prohibited by religion, the implementation of Islamic Religious Education gets space which was sufficient to be developed especially after the implementation of the independent curriculum, school managers were allowed to carry out learning innovations according to the interests and talents of students, based on this thought there was research on the Implementation of PAI in SD Asy-Syafaah (Full Day School), the focus of this research is 1 ) how was the implementation of PAI learning in the perspective of an independent curriculum 2) What were the supporting and inhibiting factors in the implementation of PAI learning. This study used a qualitative approach with descriptive methods, while data collection was carried out through interviews, observation and documentation. students can achieve the learning objectives of PAI based on the achievement of KKM PAI scores and students' memorization of the Koran was quite successful as well as the religious behaviour of students in their daily lives, and it provides sufficient space to develop students' interests and talents as mandated by the independent curriculum 2) in this implementation there were several supporting factors such as the availability of sufficient facilities and inhibiting factors including the input of students who were not yet adequate.

The personal curriculum: conceptions, intentions and enactments of learning across working life

ABSTRACT The concept of curriculum as a personal journey is now timely, yet timeless and pertinent as an explanatory basis for understanding learning and development across the lifespan. It addresses a current need to explain adults’ learning across working life when achieving individual, occupational, community, and societal goals. Advancing this explanation necessitate elaborating how that learning is realised and can be supported educatively. This conceptual paper presents and discusses the concept of personal curriculum to illuminate and explain pathways of adults’ learning and developmental experiences across working lives. It offers a perspective of curriculum as a personal, rather than an institutional phenomenon. It also extends the concept of ‘experienced curriculum’ beyond periodic episodes of engagement in educational programmes to capture the continuity of educative experiences across the adult life course. Importantly, this concept liberates curriculum from the constraints of something intended, enacted and appraised within specific social settings (e.g. educational and work settings) to be more inclusive of the totality of learners’ experiences. The case is made for its conceptual, theoretical and practical salience beyond a focus on institutional imperatives. Drawing upon empirical work on how working age adults sustain their employability across working lives, this conception extends discussions about what constitutes curriculum, to encapsulate the learning pathways individuals take across working life.

Study of Class IV Arabic Textbooks at Madrasah Ibtidaiah: Curriculum and Content Perspectives

In a research study that researchers carried out regarding the study of Arabic textbooks for class IV Madrasah Ibtidaiah by "Jauhar Ali" from the perspective of curriculum and content. This study uses a literature method with a qualitative descriptive approach because, in this research, the researcher will explain in depth the content analysis of the Arabic language textbook for class IV Madrasah Ibtidaiah by Jauhar Ali. The results of the study demonstrate that the textbook was very much in line with KMA 183 in 2019; this is evidenced by the suitability of the objectives of Arabic subjects in KMA 183 in 2019 with the contents of the Arabic language textbook for class IV Madrasah Ibtidaiah by Jauhar Ali. The contents of the Arabic language textbook for class IV MI are very in line with socio-cultural aspects, psychological aspects, as well as linguistic and educational aspects; this can be seen from the contents of the textbooks, be it dialog (hiwar), (reading) qiraah texts or others that contain values—social and culture of the local community as well as the religion of Islam. In addition, the Arabic language textbook for grade IV Madrasah Ibtidaiah is very suitable for use by children who are in grade IV or aged ten years because it is very well designed and attractive, and the materials in the Arabic textbook for grade IV Madrasah Ibtidaiah begin from easy to more difficult themes.

Investigating the representation of Foundation to Grade 2 students in a Victorian Government Policy on student voice in Australia: a curriculum perspective

Student voice initiatives aim to create democracy in education institutions by hearing from the very people who are impacted by them most; the students. Amplify is a practice guide written by the Department of Education (DE), Victoria, that aims to promote student voice practices for students in government primary and secondary schools in Victoria, Australia. Although limited, prior student voice research in education has identified key issues associated with enacting student voice practices linked closely to notions of political and social power in schools. Understandably, education institutions are grappling to identify and adopt conducive student voice practices. This research investigated how the DE Victoria represented Foundation to Grade 2 students in Amplify with consideration to the curriculum implications of student voice. This paper reports the findings from a study involving critical discourse analysis of this pertinent student voice document developed by the government for use by school leaders and teachers. The research revealed issues with Amplify’s discourse on student voice for improved learning outcomes, and identified the embedding of dominant social, political and power ideologies, as well as a clear under-representation or focus upon young children. The findings from this study make a valuable contribution to local and international student voice research as they reinforce a gap in the literature and contribute to the existing knowledge on the curriculum implications of student voice. They are valuable for informing the development of future curriculum approaches and provide a basis for further research in this area. The findings are also relevant to schools that are genuinely working to strengthen student voice in curriculum design.

Raciolinguistics and Spanish language teaching in the USA: from theoretical approaches to teaching practices

ABSTRACT Raciolinguistic perspectives have moved to the forefront of educational linguistics, examining how the co-construction of race and language (re)produce damaging ideologies from broader societal constructs in the classroom and beyond. Raciolinguistic theory helps us to unravel the white supremacist foundations of language education and policy. In this paper, after outlining the theoretical underpinnings of a raciolinguistic perspective, we offer three examples of applied practice demonstrating the power of denaturalizing the co-construction of race and language in linguistics and language teaching through multidisciplinary approaches. While we resist peripheralizing the role of racialization in our experiences teaching the Spanish language and preparing language teachers, we argue that the incorporation of a raciolinguistic perspective in curricula across disciplines is beneficial to society. Through the examination of raciolinguistic ideologies and decolonial theory, we contend that all students can be empowered to reflect on their positions and experiences to build empathy as a means to reimagine new [linguistic] worlds.

TESL Graduates and TVET English Language Teaching Readiness: The Curriculum Perspectives

TESL Graduates and TVET English Language Teaching Readiness: The Curriculum Perspectives

Curriculum in natural sciences in Latin America: analysis of research production

This article presents the results of a research project aimed at analyzing the academic discourses on curriculum in Latin American publications in Web of Science. For this purpose, the methodological route is based on bibliometrics and content analysis from the search, systematization, and analysis of the articles gathered in the documentary corpus. The consolidation of research networks between Latin American and foreign authors is evidenced. However, national work teams prevail, which show the low discussion of perspectives. On the other hand, thematic niches are found in which the research projects are grouped. These niches are: (1) conceptions of science, (2) didactics and teaching, (3) teacher training, (4) interculturality, and (5) scientific research. It is concluded that research in curriculum in natural sciences is a diverse field that unites not only different perspectives of science but also different perspectives of curriculum, since it is associated both to a practical space in the teaching of science and to a theoretical space that involves epistemological perspectives of science and structure of contents.