Handbook of Curriculum Theory, Research, and Practice (Springer International Handbooks of Education)

This Handbook paints a portrait of what the international field of curriculum entails in theory, research and practice. It represents the field accurately and comprehensively by preserving the individual voices of curriculum theorist, researchers and practitioners in relation to the ideas, rules, and principles that have evolved out of the history of curriculum as theory, research and practice dealing with specific and general issues. Due to its approach to both specific and general curriculum issues, the chapters in this volume vary with respect to scope. Some engage the purposes and politics of schooling in general. Others focus on particular topics such as evaluation, the use of instructional objectives, or curriculum integration. They illustrate recurrent themes and historical antecedents and the curricular debates arising from and grounded in epistemological traditions. Furthermore, the issues raised in the handbook cut across a variety of subject areas and levels of education and how curricular research and practice have developed over time. This includes the epistemological foundations of dominant ideas in the field around theory, research and practice that have led to marginalization based on race, class, gender, sexuality, ethnicity, age, religion, and ability. The book argues that basic curriculum issues extend well beyond schooling to include the concerns of anyone interested in how people come to acquire the knowledge, skills, and values that they do in relation to subjectivity and experience. Acknowledging the Land Contents About the Editors Contributors Introduction Toward a New Ecology of Curriculum: An Education Yet-to-Come Curriculum as Beginning Curriculum as Placing Curriculum as Caring Curriculum as Storying Curriculum as Changing Curriculum as Liberating Curriculum as Designing Curriculum as Teaching Part I: Curriculum as Beginning Child ́s Play: Play as an Informal, Relational Curriculum of Childhood Introduction Social Learning and Socialization Relational Understandings of Curriculum Socialization: Traditional Models and Child-Centered Reframings Bourdieu: Habitus and Practice Children ́s Perspectives of Play Play As a Social Practice of Childhood: Curriculum, Socialization, Relationship, and Habitus References Theory and Application of an Emergent Curriculum Introduction Emergent Curriculum Versus Conventional Curriculum Global Competencies and Their Connection to STEM Theoretical Perspectives Research Partnerships and STEM Professional Development Preschool STEM: An Emergent Curriculum in Action Additional Examples Concluding Remarks References Early Years Curriculum in Practice: iACT ́s Little Ripples Curriculum for Emergency Contexts Introduction Context Little Ripples Curriculum Little Ripples Curriculum Approach and Values Connection to Curriculum Theories Learning Through Play Mindfulness Pedagogy Trauma-Informed Early Childhood Education Practice Application to Practice Community-Led Practice Little Ripples Big Ideas Little Ripples Teacher Training: Early Years Curriculum in Practice Conclusion References Towards a Transformative and Reflexive Curriculum Introduction Inclusive Education for Global Learners: Building on an Intercultural Growth Mindset Transforming Pedagogical Praxis and Differentiated Curriculum Planning Differentiating Curriculum Through a Participatory Visual Arts Approach Crossing Borders: A Transformative and Reflexive Curriculum Approach The Story of Malak: Depicting Forced Uprooting Through Children ́s Eyes Discussing War and Peace Taking Responsive Action Children ́s Multimodal Artwork: A Demonstrated Capacity of Intercultural Growth Mindset Concluding Remarks References School Gardens: Growing Ideal Children and Future Adults Introduction Method From Rousseau to Dewey to Jackman: Learning in the Garden Learning to Be Good Learning to Be a Citizen Learning to Produce Lessons Learned References Meritocracy, Equity, and Early Childhood Education in Singapore: Policies, Progress, and Future Challenges Introduction Meritocracy, Equity, and Policy in Singapore Early Childhood Education in Singapore: Policies and Approaches Preschool Curricula, Culture, and Needs Concluding Remarks References Part II: Curriculum as Placing Understanding Curriculum Amidst Doing Curriculum Research Where A Place to Begin? (Re)searching for a Question Re(-)turning(s) Seeing and Hearing Inside Hayashi Studio (Tzakok & Gray, 2019) The Seen and the Heard as the Shown and the Told Seeing and Hearing the Seen and Heard as the Shown and Told Dis-covering Inside Hayashi Studio (Tzakok & Gray, 2019) Dis-covering the Unseen and Unheard Recovering Inside Hayashi Studio (Tzakok & Gray, 2019) Recovering the (Un)seen and (Un)heard Pressing Re(-)turn: Homeward to Where References Mother Earth as Emergent Curriculum Beginning with Mother Earth Relating to Mother Earth Acknowledging Mother Earth Walking Gently on Mother Earth References Children ́s Embodiment of a Land Ethic Children ́s Embodiment of a Land Ethic Recognizing the Land Aldo Leopold and a Land Ethic Research Community and Design Children ́s Engagement with the Land The Garden The Mural and Walk Children ́s Thinking About the Land The Garden The Community The World A Land Ethic in Curriculum and Pedagogy References Ruminations on Rocks: Ethical and Ecological Turns in Witnessing Introduction: Rumination on Rocks Witnessing: ``Complicated Conversations ́ ́ Re/turns Toward an Ethics of Witnessing Ecological Ethics and Post-humanist Turns Conclusion: Ecological Witnessing - Curricular Implications References The Twinning of Bildung and Competence in Environmental and Sustainability Education: Nordic Perspectives Introduction Policy Context for ESE Conceptualizations of Action Competence in Key Theoretical Texts The Use of the Action Competence Concept in Nordic Guidelines for Practice Concluding Discussion References A Canadian Curriculum Theory Project What Is a Canadian Curriculum Theory Project? Provoking the ``Idea ́ ́ of Curriculum Studies in Canada Re/constructing A Curriculum Theory Project in Canada References Part III: Curriculum as Caring Helping Young People Feel That They Matter Introduction Peace Education Fostering Young People ́s Eudaimonic Well-Being The Rise of Well-Being Curricula But What Kind of Well-Being: Hedonia or Eudaimonia Critiques of Well-Being Curricula Being-With: Holding the Space for Struggle Being-Well: Young People As Agents of Change Final Reflections and Ways Forward References Music Making, Empathy, Prosocial Behavior, and Happiness in Young Learners: An Autoethnography on Bullying Intervention Prelude Three Autoethnographic Vignettes Vignette One: Negotiating Differences in Songwriting Vignette Two: Developing an Ensemble of Empathy Vignette Three: Sharing Our Song of Kindness Discussion and Findings Postlude References Poetic Peace Education: A Curriculum Connecting the Mind, Body, and Heart in Workshop Spaces Introduction Peace Education Responding to the Crises Four Paths Forward Arts at the Nexus Poetry and Peace Education in Practice Cross-Pollinating Poetry and Peace Saying the Unsayable: Poetry as Second-Order Reflexivity Poetic Peace Education Conclusion References A School for the Anthropocene: Questions About Hospitality in a Curriculum of Existential Threat Introduction Overview of the ``Teaching in the Anthropocene ́ ́ Course Ruitenberg ́s Unlocking the World: An Exploration of Derrida ́s Hospitality Choice 1: Welcoming Existential Threat Choice 2: Welcoming No Limitations Discussion: The ``Never Good Enough ́ ́ Climate Change Educator References Repurposing Public Art as Education Public Art, Cultural Politics, and Social Engagement The Evolution of Social Sculpture Reconstructions of Home: A Wandering as Socially Engaged Public Art ``Imaginative Geographies ́ ́ of Homelessness and The Bentway Remapping Public Space and Repurposing Art as Socially Engaged Coda References Curricular Convergences and Divergences Around Global Citizenship Education: Between the Universal and the Pluriversal Introduction Global Citizenship in Historical and Decolonial Perspective On the Coloniality of Global Citizenship Education and Its Alternatives Concluding Remarks References Part IV: Curriculum as Storying Curriculum and Narrativity: Understanding Curricula as Narratives Introduction Curricula and Grand Narratives Bildung Pancasila Narratives of Phenomena Competence-Based Curricula and Narrativity Cultural Narratives in Curricula Discussion References Postcards from the Field: Reflections on Being Participant/Researcher in Participatory Research References Preservice Teacher Curriculum Reform Introduction Neoliberalism ́s Current and Potential Future Impact on Higher Education Preservice Teacher Reflective Practice Needs a Reform Multiple Perspectives Through Exploring Teacher Candidates ́ Autobiographies Resistance to Autobiographical Narratives Despite Their Transformative Potential: Why? Patriarchal Influence on the Structure of Schooling Vulnerability Digital Storytelling: Autobiographical Storytelling to Reform Reflective Practice in Preservice Teacher Education The Five Cs Framework and Relational Encounters in Teaching References Sociological Diaries of Students: Lived Curriculum in the Time of Disaster Introduction Personal Written Narratives as Data Testimonies of Lived Curriculum from the Covid-19 Spring Transformation Love and Social Distancing Interdependence Reviving Routines Planetary Reflections Coping Adaptation ``Normality ́ ́ Privilege Togetherness in Homelessness Being Toward Lived Curriculum as Relational Pedagogy ́s Practice of in-between References Teaching with Madness in Pre-service Early Childhood Education and Care (ECEC) Piaget Is Not a Friend of Mine: Discontents with Developmentalism Pre-Service ECEC: Contextualizing Its Foundation Mad Studies: Defining the Debates Coming Out Mad: Critiquing ECEC from Inside Through Mad Narratives Addressing Sanism and Incorporating Mad Epistemologies, Pedagogies, and Subjectivities into Pre-Service ECEC Conclusion References Curricular Readings, Conversational Writings: Dialogue on a Book Club A Brief History of Book Clubs and Social Reading Conversations of Reading and Writing Identity and Listening Identity and Strength Identity and Loss Identity and Possibilities Re-Reading and Re-Writing References Part V: Curriculum as Changing The Return to Bildung in the Shape of Learning Outcomes Introduction Norwegian Curriculum in Context How Does Curriculum Speak to Us? Entering the Data of Curriculum Making Finding Bildung and Didaktik What Can Be Said About the Shift from the Bildung and Didaktik Tradition to Output-Based Curriculum Making References Nationalism and the Curriculum: Analytical and Methodological Considerations Introduction Developments and Debates in the Study of Nationalism The Ideal Norm Approach The Typological Approach The Claim-Based Approach Conclusion References Building Shared and Coherent Theory of Change: Lessons Learned from Finnish Core Curriculum Reform Introduction Systemic Curriculum-Making Shared and Coherent Theory of Change in Curriculum Reform National Core Curriculum Reform in Finland Example of Building the Theory of Change in Finnish Core Curriculum Reform Agreement on Aims and Curriculum Coherence: Case Subject Integration Shared Sense-Making as a Means to Enhance Shared and Coherent Theories of Change Practical Implications Based on the Synthesis and the Proposed Model References Alignment and Coherence in the Context of Policy and Curriculum Development in Ireland: Tensions, Debates, and Future Directio... Introduction Understanding Policy and Curriculum Alignment and Coherence Policy and Curriculum Alignment Policy and Curriculum Coherence Policy Landscape in Ireland Curriculum Policy Development Structures in Ireland Supranational Level National Level Regional Level School Level Discussion and Conclusion References Historicizing Teacher Education Curricula in the Middle-Ground: A Study of Four Cohorts of Elementary Teachers ́ Life Hi/storie... Introduction Teacher Knowledge, Professionalism, and Education The Theory-Practice Debate and Conceptualizations of Teacher Professionalism Teacher Education Curricula: International and Local(ized) Discourses Methodology Findings Disciplinarity of Knowledge and (Non)academization of Lived Curricula The Theory-Practice Debate in the Construction of Curricula and the Professionalization of Teachers Discussion References Curriculum as the Fluid for Times of Unsureness: In Between the Solid and the Liquid Introduction Curriculum as the Fluid for Unsure Times Methodological Approach Curriculum Policies in Portugal Over Time Teachers ́ Voices Through Narratives Final Remarks References Making Visible the Dynamicity Shaping the Curriculum and Learning Landscape in the New Normal (The Case of Hong Kong Special A... Introduction Changing the Curriculum System and Ecology of the Learning Landscape Emergence of More Resourceful, Versatile, and Creative Learning at Home Expanded Life-Wide Learning and Community Contribution Increasing Emphasis of Self-management Among Students Maintaining the Social-Emotional Well-Being and Motivation of Students Shifting Public and Nonpublic Relationships Igniting the Collaborative and Resilient Spirit Complementary Roles in Accelerating Paradigm Changes Together Levering Community Strength in Managing Mental Health Conditions Among Students Collaborative Partnership Between Universities, Government, and Schools Yielding Timely Evidence-Based Research Findings Boosting Policy and Initiatives Bridging the Digital Divide Among the Underprivileged Families and Students Hybridity of the East and the West Managing the Tensions Between Individuals and Groups Rejuvenating Emphasis of Home Support in Student Learning Continuous Public Support in Enhancing Student Learning Contingent School Curriculum Leadership Increasing Imperatives for Comprehensive Scenarios Planning Grasping the COVID-19 Pandemic as Aspirations for Future School Development Emergence of New Learning Borderscape Construction of Cross-Border Learning Landscape Construction of Cross-National and Cross-Cultural Learning Landscape with Emphasis on Interface and Transition Preparation for the Future Education as the ``New Normal ́ ́ Curriculum System and Learning Landscape Curriculum and Learning Design Responsive to the Five Dynamicities Mapping Against OECD ́s Four Scenarios for the Future of Schooling Conclusion and Epilogue References Part VI: Curriculum as Liberating Race and Curriculum Introduction Multiculturalism: Origins and Aspirations Black and Brown Curriculum Studies Functionalism Accommodation Liberal Black Nationalist Afrocentric Social Reconstructionist Black Curriculum Orientations Conclusions Raced Currere Conclusion References Centering Women ́s Educational Experiences to Understand North American, Normative Physics and Astronomy Post-Secondary Curricu... An Opportunity to Realize Something Missing Toward a Critical Curriculum Thinking Like a Physicist and Astronomer Being a Physicist and Astronomer Working Like a Physicist and Astronomer Discussion Counterspaces, Positioning, and Self-Authoring Black Women ́s Experiences Inform Physics and Astronomy Curriculum References Decolonizing Internationalization of Higher Education: Onto-epistemological Experiences of International Students in Canada Decolonizing Internationalization of Higher Education Internationalization of Higher Education in Canada Conceptual Framework Internationalization of Curricula (IoC) ``Internationalization ́ ́ of the Student Body Conclusions References Then and Now: The History of Mainstream Schooling Has Always Been Harmful and About Introduction Schooling Is Harmful The Aim of This Chapter A Brief History of Mainstream Schooling A Closer Look at Prussian Schooling Horace Mann and Schooling in the USA Egerton Ryerson and Schooling in Canada Punishment More Recent Examples of Punishment Curriculum Enrollment Higher Education and Curriculum Mainstream Schooling Today China Canada and the USA A Better Way References Disrupting the Colonizing Gaze and Mobilizing for Systemic Decolonization Introduction Theoretical Frameworks and Positionality of Authors The Colonizing Gaze 2020 Major World Events: Towards a Curriculum of Critical Consciousness Pillar 1: Grassroots Activism Pillar 2: Revolutionary Pedagogies Pillar 3: Indigenization and Decolonization Conclusion References ``Pedagogies of the Poor ́ ́ to ``Pedagogies on the Poor ́ ́: Compliance, Grit, and the Corporeal Introduction Body Pedagogics and the Socio-Material The Student Body and Grit The Corporeal Curriculum and No-Excuses Schooling Implications of the Corporeal Curriculum Conclusion References Systemic Racism and Inaccessibility to Education for the Incarcerated in Canada Introduction Who Are the Remand Population? An Alarming Trend: Remand Population Outnumbering Sentenced Offenders Lack of Access to Education Is Part of Systemic Institutional Racism Accessing Education While Federally Incarcerated: From Intake Assessment to Program Placement Education Programs Offered in Ontario Facilities: Amadeusz and Walls to Bridges Findings, Discussions, and Recommendations from the Literature Review Summary and Conclusion References Part VII: Curriculum as Designing Perspectives on the Process of Design from Education and the Design Fields Introduction Defining Design Process: Design Processes Versus Design Principles Traditional Industrial Perspectives on Design Process in Education Perspectives on Design Thinking from the Design Fields Perspectives on Participatory Design in Education Participatory Design Research Design-Based Implementation Research Cultural-Historical Activity Theory Approaches Potential for Synthesis and Refinement Across Perspectives on Design References Curriculum Design and Evaluation in the Global Culture Introduction: Globalization and Its Effects on Education Policy Reforms Defining the Term Curriculum and Curriculum Models The Curriculum as Constructed Curriculum Ideologies Language of Assessment as an Ideology of Measuring Outcomes Four Types of Curriculum in Schools Perspectives in Curriculum Design Types of Curriculum Models in Schools Conclusion References Curriculum Development in Estonia: 30 Years in the Crosswinds of Europeanization and Globalization Introduction Historical Context Influence of German Bildung and Didaktik Tradition on Estonian Education Soviet Curriculum New Influences from the West: The Curriculum Tradition Methods Results Developments in the National Curriculum Since the 1990s: School Autonomy vs Curriculum Standardization Europeanization and Globalization of Estonian Curriculum Policy Changes in the Discourse of Teacher Autonomy in the Estonian National Curricula of 1996-2011 Attack on Subject-Centeredness: The Key Competencies Conclusion References Digital Technology and Education Introduction: From Digitalization and Education to E-Learning From Unidirectional Television to Polydirectional E-Learning The Web 2.0 or the ``User Participation Net ́ ́ From Web 2.0 to E-Learning 2.0 Historical Perspective on E-Learning Origins of E-Learning E-Learning 1.0 Learning Management Systems: The Spine of Higher Education E-Learning MOOCs: Democratization of Learning with a High Drop-Out Quota E-Learning 2.0 Personal Learning Environments: Self-Directed Learning in Practice Post-Digital E-Learning Conclusion References Teaching and Learning in Zoom Networking Environments Introduction Where Is the Classroom? The Material and Its Implications for Network Learning What About Community and Difference When Teaching and Learning in Online Settings? Concluding Thoughts References Deconstructing Curriculum: Learning in the Digital Age of the Internet Introduction Learning Heuristics in the Digital Age What Goes Beyond Learning? Learning the Digital Future References The Orders of Order: Curriculum Design and a Hauntology of Efficiency Introduction Curriculum as a Haunted House: An Infra-spectral Approach Design as Organization Design as Process Design as Anticipation Difference by Design References Part VIII: Curriculum as Teaching Teachers ́ Curriculum Making as Relational Practice: The Mediatory Role of Reflexivity and Networks Introduction Reflexivity and Curriculum Making Networks and Curriculum Making Methodology Participants Design and Data Generation Data Analysis Findings and Discussion Modes of Reflexivity Communicative Reflexivity Autonomous Reflexivity Meta-Reflexivity Fractured Reflexivity Relational Goods and Evils National and Organizational Context Conclusion .0 Appendix 1: Sample Items from Data Generation Tools References A Flat (Packed) Affect: Theorizing Pedagogies of Seriality in Unboxing and Assembly Introduction Expertly Assembled: Education and Expertise Pulling on the Threads: Assemblages Putting It All Together: Learning in and Through Assembling Picking Up the Pieces: Conclusions References Portraits of Our Practice: Using Black Canadian Feminist Theorizing to Reflect on STEM Curriculum Research and Practice Writing Ourselves into the Curriculum Black Canadian Feminist Theorizing Methodology Research Context Portrait of Practice How Do You Situate Yourself in Your Practice? How Do You Identify as an Educator and Curriculum Researcher? What Are Identities That Shape Your Interactions with Others in Your Work? What Intersections in Identity in Particular Are Important in Your Work as a Professor and a Researcher? Context of the Critical Episodes Challenging Disempowerment vs. Empowerment Narrative Through Mutual Stretching Lessons Learned from the Practice Portrait Lesson 1: Be Aware of the Power of Mathematics as the Gatekeeper (Mathematics Opens Doors to Research Sites, but This May Be P... Lesson 2: Keep Questioning and Challenging the Language That You (and Others) Use When Talking About Students, Including Minor... Lesson 3: Question Whether and How the Knowledge Production Benefits All Students Lesson 4: ``Embrace Mutual Stretching ́ ́ Conclusion References Identifying Children ́s Funds of Knowledge as a Bridge to STEM Introduction Conceptual Background of Funds of Knowledge for STEM Review of STEM Fund of Knowledge Curricula and Impacts Research Methods Case Selection Understanding the Parkstown Community The Development of a STEM Fund of Knowledge Out-of-School Curriculum The STEM Fund of Knowledge Curriculum in Out-of-School Programs Data Analysis Trustworthiness of the Data Analysis Results and Discussion Children ́s STEM Funds of Knowledge Identified for the Curriculum Impacts of a STEM Funds of Knowledge Program on Children Children Had Opportunities to Learn STEM Concepts Through a Fund of Knowledge Curriculum Opportunities to Learn from a Fund Curriculum May Have Influenced Academic Outcomes Longitudinal Analysis of Report Card Data Analysis on Attendance Conclusions and Significance of the Study References Mathematics as Praxis: Reconceptualizing the Role of Mathematics in the Pre-service Special Educator Curriculum Introduction Critical Perspective of Special Education Special Education and the Nature of Mathematics Teaching and Learning Introduction of a Model of Math-Based Actions of Special Educators Mathematical Knowledge for Teaching Critical Statistical Literacy Critical Teacher Mindset Rationale for Teaching Reconsidering Special Education Teacher Preparation Provide Content Opportunities: Mathematical Knowledge for Teaching Center Statistics: Critical Statistical Literacy Promote Fluidity of Approach: Critical Teacher Mindsets Purpose Matters: Rationales for Teaching Conclusion References Deconstructing the Scene of Teaching, Learning, and Education Research: A Post-critical Dialogue Prologue References Index