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Stein, Sharon; de Oliveira Andreotti, Vanessa – Curriculum Inquiry, 2017
In this afterword we bring insights from the special issue into conversation with the ongoing educational challenges of imagining the world differently. To do so, we consider how global mobilities are conceptualized and materialized within three "pillars" of the architecture of modern existence: the nation-state, global capital, and…
Descriptors: International Education, Global Approach, Nationalism, Humanism
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Coloma, Roland Sintos – Curriculum Inquiry, 2017
If knowledge production is indelibly central to curriculum inquiry, then a critical investigation into the conditions of racialized minority and diasporic subjects in general and of Filipina/os in particular can shed light on the intersection of curriculum, empire, and global migration, a topic which has received relatively little attention in…
Descriptors: Curriculum, Global Approach, Curriculum Research, Racial Bias
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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
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Ibrahim, Awad – Curriculum Inquiry, 2017
Straddling between the purely political and the poetically artistic, I am arguing, is a Global Hip-Hop Nation (GHHN), which is yet to be charted and its cartography is yet to be demarcated. Taking two examples, the first a Hip-Hop song from within the Arab Spring and the second from the "favelas" in Brazil, my intent is to show what…
Descriptors: Slums, Immigration, Literacy, Grammar
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Bajaj, Monisha; Bartlett, Lesley – Curriculum Inquiry, 2017
This article explores the curricular approaches of three public high schools in the US that serve newly arrived immigrant and refugee youth, in order to define and illustrate a "critical transnational curriculum." Drawing from qualitative research over the past 10 years at the different school sites, the authors posit four tenets of a…
Descriptors: Immigrants, Refugees, High School Students, Citizen Participation
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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
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Martínez-Álvarez, Patricia – Curriculum Inquiry, 2017
Focusing on two bilingual children experiencing learning difficulties, I explore the scientific representations these students generate in an afterschool programme where they have opportunities to exercise agency. In the programme, children use a digital camera to document science in their lives and engage in conversations about the products they…
Descriptors: Bilingualism, Second Language Learning, Learning Problems, After School Programs
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Ayling, Pere – Curriculum Inquiry, 2017
Risk permeates all aspects of modern life, and the International Secondary Education Market (ISEM) is no exception. Drawing on empirical data, this paper considers a specific type of risk: namely, the potential loss of cultural identity, which Nigerian parents associate with educating their children in the West. This paper argues that Nigerian…
Descriptors: Risk Management, Parents, Secondary Education, Foreign Countries
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Abu El-Haj, Thea Renda; Ríos-Rojas, Anne; Jaffe-Walter, Reva – Curriculum Inquiry, 2017
In this paper, the authors focus on everyday narrations of the nation as they are taken up by educators "in schools" in the United States, Denmark and Spain. As the primary institutions within which children from im/migrant communities are incorporated into the nation-state, schools are the key sites within which young people learn the…
Descriptors: Foreign Countries, Muslims, Immigrants, Ethnography
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Holohan, Kevin J. – Curriculum Inquiry, 2017
This paper aims to interrogate Freirean critical pedagogy via the work of Jacques Lacan in order to shed new light on psychoanalytic issues that arise when engaging in critical pedagogical work. First, through a close reading of Freire's "Pedagogy of the Oppressed," the author delineates Freire's conception of the human subject, the…
Descriptors: Educational Philosophy, Critical Theory, Teaching Methods, Power Structure
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Mayorga, Rodrigo – Curriculum Inquiry, 2017
In Chile, some elite private schools have developed a particular approach towards citizenship education, acknowledging the privileged social position their students occupy, while inviting them to disrupt the same social structure that has produced this privilege. However, the enduring salience of Chilean society's inequalities begs the question of…
Descriptors: Foreign Countries, Citizenship Education, Private Schools, Service Learning
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Scarbrough, Burke – Curriculum Inquiry, 2017
Sociologists of elite education have argued that understanding educational inequality requires looking beyond persistent class- or race-based gaps in academic achievement at the ways in which privileged youth and families construct their advantages. Meanwhile, scholars focused on summer learning have argued that understanding educational…
Descriptors: Academic Achievement, Achievement Gap, Enrichment Activities, Summer Programs
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Harrison, Neil; Bodkin, Frances; Bodkin-Andrews, Gawaian; Mackinlay, Elizabeth – Curriculum Inquiry, 2017
Student capacities to actively listen, sense and feel are often relegated to lower order skills in an education system increasingly governed by measurable outcomes. While most school-based pedagogies focus their approach on cognition, this paper considers how we might make sense of the affective experiences that often resist the deep thinking,…
Descriptors: Indigenous Populations, Foreign Countries, Case Studies, Instruction
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Aukerman, Maren; Chambers Schuldt, Lorien – Curriculum Inquiry, 2017
Dialogic teaching represents an orientation toward classroom dialogue that surfaces student ideas, allows students to encounter and dialogue with each other's ideas, and privileges divergent understandings. This orientation shows considerable pedagogical promise. Yet, particularly in schools serving economically marginalized and/or linguistically…
Descriptors: Teaching Methods, Bilingual Teachers, Grade 2, Dialogs (Language)
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Ladwig, James G.; McPherson, Amy – Curriculum Inquiry, 2017
"Ability" is one of the most common concepts underpinning education. Generally, "ability" is central to notions of a meritocratic society. More specifically, schools are allocated the right to define, categorise and label students according to their ability. While there has been ample discussion of the role of ability in the…
Descriptors: Foreign Countries, Academic Ability, Teacher Attitudes, Elementary Secondary Education
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