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Burman, Erica – Curriculum Inquiry, 2016
Frantz Fanon's analysis of colonial experience has widely influenced educational theory and practice. Yet, despite much focus on the gendered and sexed dynamics of racialization processes, and their applications to the dynamics in particular of teaching and learning, surprisingly little attention has been given to how these intersect both with…
Descriptors: Educational Theories, Educational Practices, Models, Children
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Patrick, Margaretta L. – Curriculum Inquiry, 2015
The inclusion of religion in public education remains contentious in many countries, including Canada. As multiple religions fill the public sphere, some religious education is necessary if Canadians are to understand each other. Social studies is seen as an appropriate subject to include such education given its foci on diversity and citizenship.…
Descriptors: Foreign Countries, Religious Education, Secondary Education, Social Studies
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Wahlstr├Âm, Ninni – Curriculum Inquiry, 2014
In this article, a continuum of resistance and receptivity constitutes a framework for understanding a cosmopolitan orientation "on the ground." Such a continuum is based on an understanding of the effects of globalization, when it comes to individual people, as both containing a potential for an active interest in other ways of life,…
Descriptors: Cultural Pluralism, Resistance (Psychology), Global Approach, Classroom Communication
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Battey, Dan – Curriculum Inquiry, 2013
While mathematics education gives access to elite universities, higher-paying jobs, and the accumulation of wealth, it continues to be framed as a neutral curricular domain. However, data continually show differential access provided to students of color and their White peers through tracking, the availability of Advance Placement courses, and…
Descriptors: Mathematics Education, Whites, Salary Wage Differentials, Racial Differences
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Gough, Steve; Stables, Andrew – Curriculum Inquiry, 2012
The argument challenges dominant approaches to education for sustainability through adopting a theoretical framework grounded in broad ontological realism but epistemological relativism, consonant with both Darwin and a fully semiotic account of living and learning (Stables & Gough, 2006; Stables, 2005, 2006). This framework draws together strands…
Descriptors: Environmental Education, Climate, Models, Epistemology
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Collin, Ross – Curriculum Inquiry, 2011
In this article, I examine two students' experiences with their schools' career portfolio programs. These initiatives call students to assemble papers, projects, and nonacademic items and to present them in ways that chart their personal trajectories into paid work. Shortly before graduation, students present their portfolios to exit interview…
Descriptors: Portfolios (Background Materials), Student Experience, Students, Discourse Analysis
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Deng, Zongyi – Curriculum Inquiry, 2011
This article analyzes the notion of curriculum potential by revisiting the ideas of Miriam Ben-Peretz and Joseph Schwab. Invoking the German "Didaktik" tradition and by way of a curriculum-making framework, the paper argues that interpreting curriculum materials for curriculum potential requires a careful analysis and unpacking of the meanings and…
Descriptors: Curriculum Development, Models, Education, Theories
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Springgay, Stephanie – Curriculum Inquiry, 2011
Thinking through affective theories by Alfred North Whitehead, Giles Deleuze, and Brian Massumi, this paper proposes an understanding of pedagogy that is sensational. To consider affective theories and their implications for educational research, I engage with a relational artwork, "The Chinatown Foray," by Toronto-based artist Diane…
Descriptors: Educational Research, Artists, Instruction, Models
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DePalma, Renee – Curriculum Inquiry, 2010
As the instructor of a multicultural education course for preservice teachers, I have attempted to guide my students in critiquing and reconceptualizing the deficit view of students, particularly minority students, endemic to the American school system. Yet I am faced with a dilemma: Is the fact that I believe my own students have deficit views of…
Descriptors: Preservice Teacher Education, Preservice Teachers, Multicultural Education, Minority Groups
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Farley, Lisa – Curriculum Inquiry, 2009
Curricular questions of what and how knowledge should matter take on particular urgency when the knowledge at stake refers to cultural devastation in history. Whereas narratives of progress and discourses of "protecting the child" continue to dominate the public imaginary, a number of curriculum theorists have begun to explore the multiple ways in…
Descriptors: Historians, History Instruction, Teachers, Psychiatry
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Short, Edmund C. – Curriculum Inquiry, 1983
Analyzes and classifies various forms of curriculum development strategies; reviews and summarizes their use in terms of their major characteristics and consequences; analyzes their relative merits with respect to 10 criteria; and, finally, discusses their policy implications. (MLF)
Descriptors: Change Strategies, Classification, Curriculum Development, Elementary Secondary Education
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Heyman, Richard D. – Curriculum Inquiry, 1983
Exploring ontological, epistemological, and conceptual questions of his work, the author discusses three essential issues: interpreting meaning, the interpretive paradigm and the generalizability of findings, and instruction versus assessment. (MD)
Descriptors: Dialogs (Language), Educational Assessment, Epistemology, Instruction
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Tyler, Ralph W. – Curriculum Inquiry, 1977
The history of how the 1947 conference devoted to the theme of curriculum theory formulation came about is discussed in this article. (MLF)
Descriptors: Concept Formation, Curriculum Development, Educational History, Educational Theories
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Kliebard, Herbert M. – Curriculum Inquiry, 1977
Curriculum theory provides the central principle that addresses itself to the question of what we ought to do when we teach children and youth. (Author/MLF)
Descriptors: Concept Formation, Curriculum Development, Educational Theories, Elementary Secondary Education
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Diamonti, Michael C. – Curriculum Inquiry, 1977
The central concerns of curriculum are actually value questions. If there can be a source for a theory of curriculum, it is in the direction of philosophy. (Author/MLF)
Descriptors: Concept Formation, Curriculum Development, Educational Theories, Elementary Secondary Education
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