NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
No Child Left Behind Act 20012
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 116 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Janks, Hilary – Curriculum Inquiry, 2019
This article pays tribute to Allan Luke's work as a pedagogical gift. His ability to bring sociological theories of power, identity and the body to bear on conceptualizing critical literacy is a gift. His research with indigenous populations, and his writing on inclusive curriculum, genres of power and double consciousness resonate in South Africa…
Descriptors: Foreign Countries, Critical Literacy, Educational Theories, Higher Education
Peer reviewed Peer reviewed
Direct linkDirect link
Baszile, Denise Taliaferro – Curriculum Inquiry, 2019
Within our current order of knowledge, propagated by the Humanities and Social Sciences, the mattering of Black lives is all but inconceivable. The only possibility for challenging this inconceivability, asserts Sylvia Wynter, is to rewrite our current order of knowledge such that it refuses the overrepresentation of European man and opens to…
Descriptors: Academic Language, African Americans, African American History, Blacks
Peer reviewed Peer reviewed
Direct linkDirect link
Knight, Hunter – Curriculum Inquiry, 2019
In this essay, I analyse Egerton Ryerson's proposed curriculum for the first state-led mass public educational system in Ontario. Egerton Ryerson, Chief Superintendent of Schools in Upper Canada during the wide-scale proliferation of state schooling across Turtle Island, produced proposals for "universal" common schools, as well as…
Descriptors: Foreign Countries, Foundations of Education, Public Schools, Educational History
Peer reviewed Peer reviewed
Direct linkDirect link
Bacon, Jessica K.; Lalvani, Priya – Curriculum Inquiry, 2019
Dominant stories, as upheld through K-12 curricula, are influential in reproducing systems of power and privilege in schools and society. In this article, we suggest that stories of people with disabilities are either missing in K-12 curricula, or told in ways that are highly ableist. We use discourse theory as a frame for considering the role of…
Descriptors: Elementary Secondary Education, Course Content, Social Bias, Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Sabzalian, Leilani – Curriculum Inquiry, 2018
In this article I provide a brief overview of feminist standpoint theories, as well as how Native feminist theories complicate and enrich this political and epistemic tradition. Following this overview, I introduce Wayne Au's conception of curricular standpoint theory as a contemporary and productive use of feminist standpoint theory to address…
Descriptors: Feminism, Educational Theories, Curriculum Development, Critical Theory
Peer reviewed Peer reviewed
Direct linkDirect link
Syeed, Esa – Curriculum Inquiry, 2018
The article examines the most recent national-level textbook writing process in India during which activists, academics, and government bureaucrats came together to produce texts guided by a progressive vision of education. In the place of textbooks that traditionally relied on rote methods and adopted a conservative stance toward social issues,…
Descriptors: Foreign Countries, National Curriculum, Curriculum Development, Textbook Preparation
Peer reviewed Peer reviewed
Direct linkDirect link
Rubin, Beth C.; Ayala, Jennifer; Zaal, Mayida – Curriculum Inquiry, 2017
Motivated by the addition of a curriculum standard for active citizenship into New Jersey's social studies standards a group of educators and researchers set out to integrate an action research curriculum, based on a youth participatory action research (YPAR) model, into social studies classrooms. Adapting YPAR, with its promising blend of…
Descriptors: Participatory Research, Action Research, Educational Research, Social Studies
Peer reviewed Peer reviewed
Direct linkDirect link
Theodorou, Eleni; Philippou, Stavroula; Kontovourki, Stavroula – Curriculum Inquiry, 2017
Against the background of a curriculum change in the Republic of Cyprus, this study focuses on teachers who volunteered to work along with academics and ministry officials in subject-area curriculum review committees to develop official curriculum texts. Teachers' participation in these committees was construed in official rhetoric as a means to…
Descriptors: Foreign Countries, Expertise, Elementary School Teachers, Curriculum Development
Peer reviewed Peer reviewed
Direct linkDirect link
Rizvi, Fazal; Beech, Jason – Curriculum Inquiry, 2017
This paper is aimed at exploring the possibilities that the notion of everyday cosmopolitanism can open up for pedagogic practices and, at the same time, the opportunities that pedagogy can provide for the construction of a cosmopolitan global ethics. Our argument is that students (and teachers) are involved in everyday experiences of cosmopolitan…
Descriptors: Student Experience, Teaching Experience, Curriculum Development, Global Approach
Peer reviewed Peer reviewed
Direct linkDirect link
Guo, Shibao; Maitra, Srabani – Curriculum Inquiry, 2017
Under the new mobilities paradigm, migration is conceptualized as circulatory and transnational, moving us beyond the framework of methodological nationalism. Transnational mobility has called into question dominant notions of migrant acculturation or assimilation. Migrants no longer feel obligated to remain tied to or locatable in a…
Descriptors: Foreign Countries, National Curriculum, Student Mobility, Acculturation
Peer reviewed Peer reviewed
Direct linkDirect link
Furman, Cara Elizabeth – Curriculum Inquiry, 2017
Early childhood writing curriculums typically focus on skills and encouraging interest. What children are asked to write is rarely closely examined. Through a self-study of my first and second grade classroom, in this paper I look at the implications of genre when teaching young children. I first identify some of the problems of a popular personal…
Descriptors: Writing Instruction, Early Childhood Education, Writing Skills, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Siddiqui, Jamila R. – Curriculum Inquiry, 2016
The future viability of the humanities in higher education has been broadly debated. Yet, most of these debates are missing an important consideration. The humanities' object of study is the human, an object that some would argue has been replaced in our onto-epistemological systems by the posthuman. In her 2013 book, "The Posthuman,"…
Descriptors: Humanities, College Curriculum, Curriculum Development, Experience
Peer reviewed Peer reviewed
Direct linkDirect link
Parker, Walter C.; Lo, Jane C. – Curriculum Inquiry, 2016
Advanced high-school courses, such as Advanced Placement (AP) courses in the United States, present a content selection conundrum of major proportions. Judicious content selection is necessary if students are to learn subject matter meaningfully, but the sheer breadth of tested material in these courses promotes nearly the opposite:…
Descriptors: Advanced Placement Programs, Course Content, Government (Administrative Body), Political Science
Peer reviewed Peer reviewed
Direct linkDirect link
de Oliveira, Thiago Ranniery Moreira; Lopes, Danielle Bastos – Curriculum Inquiry, 2016
Humanism and the concept of the human that informs pedagogical discourse have been increasingly questioned by what has been called "post-human times." In this paper, we situate Paulo Freire's (1970) "Pedagogy of the Oppressed," and Nathan Snaza and John Weaver's (2014) "Posthumanism and Educational Research" within…
Descriptors: Humanism, Critical Theory, Foreign Countries, Curriculum Development
Peer reviewed Peer reviewed
Direct linkDirect link
Stoddard, Jeremy – Curriculum Inquiry, 2015
The notion that embedded meanings exist within media, and are informed by particular ideologies, is far from new. Analyses of curriculum, however, rarely examine empirically the role of these ideologies or the context of production. Instead, the ideologies are attributed to a "producer" representing particular power relationships or…
Descriptors: Educational Media, Case Studies, Ideology, Academic Standards
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8