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Curriculum and historical, political, social, cultural and economic factors
Transcript of Curriculum and historical, political, social, cultural and economic factors
Homai ki a matou
mo tenei ra
Amene WALT: -explore the influences of historical, political, social, cultural and economic factors on curriculum WALT: -Develop our understandings of the
term ‘curriculum’ Curriculum and
historical, political, social, cultural and economic factors TECE.5022 Lord God
Give us comprehension,
peace, strength, for this day
Amen Himene E toru nga mea
Nga mea nunui
e kii ana, te paipera
Ko te mea, ko te aroha. -Identify several definitions of the
term ‘curriculum’ Success Criteria: Success Criteria: -Participate in discussions relating to the development of the early childhood curriculum in New Zealand and the historical, political, social, cultural and economic factors of the time AND A BIT OF WHAKAWHANAUNGATANGA TO GET US STARTED CURRICULUM What do we mean when we talk about CURRICULUM in Early Childhood? In small groups, construct, your shared understanding of the term curriculum. HEI MAHI - Task Think about what experiences have informed these understandings? ‘’The term ‘curriculum’ originally came from the Latin language and means ‘course’.
An everyday and simple definition is that the curriculum is a course of study.
If you were to ask parents of school students what they thought the school curriculum is, they would probably say that is the subjects their child ‘does’ at school’’ (McGee and Fraser, 2008, p.66). Definition used in Te Whariki:
''the sum total of the experience, activities, and events,
whether direct or indirect, which occur within an
environment designed to foster children’s learning and
development’’ (Ministry of Education, 1996, p.10). Curriculum is. . . ''Everything that happens across the day constitutes curriculum'' (Arthur, Beecher, Death, Dockett & Farmer, 2012. p.426)
‘’is what is negotiated between participants and their particular contexts. Curriculum can be anywhere and everywhere. Children, educators and families construct new meanings individually and together as they negotiate curriculum. In this way curriculum does not exist as a set of documents but instead as a series of enacted events through which teachers and children experience and make sense of their world within different contexts’’ (Surman, Ridgway, Edwards, 2006, pp.178-179). Influences of historical, political, social, cultural and economic factors on curriculum Hei Mahi - Task What counts as knowledge?
Who is empowered to teach it?
What counts as an appropriate display of having learned it (a concept, shared knowledge?
Who is allowed to ask and answer all these questions?
(Apple, 1996,p.22) Te One, S. (2003). The context for Te Whariki: contemporary issues
of influence. In J. Nuttall (ed.) Weaving Te Whariki. Wellington,
NewZealand: Council for Educational Research. (pp. 17-49). Part One REFLECTION on READING Introduction
The ideological context (p.18)
The educational context (p.21)
Cultural contexts In groups of 3 delegate a portion of the reading to
read and report back to your group. Create a pictorial on an A2 sheet collaborating each part of the readings, and illustrating some of the historical, political, social, cultural and economic factors of the time which impacted on the NZ Curriculum. During your reading If you come across a word you don’t understand add it to our WONDERING WALL.
Anyone can contribute to our WONDERING WALL to enhance our shared understandings of the terms by adding their understanding to the list Some other associated terms . . . Social Policy Policy
- implies some kind of action – or at least an intention to take action
-is a result of competition between diverse interest groups
-represents a coherent framework, or set of ideas and principles, by which people’s actions can be guided or governed Social Policy
-affects the well-being of people (Duncan, 2007)
‘’Social wellbeing comprises those aspects of life we care about as a society. . .’Wellbeing’, in the context of this report, means those aspects of life that society collectively agrees are important for a person’s happiness, quality of life and welfare’’
Ministry of Social Development, 2006, as cited in Duncan, 2007, p.7)) Consider what aspects of life are important to you.
How have these been challenged by social policy? Class Discussion ''The B4 School Check aims to identify and address any health, behavioural, social, or developmental concerns which could affect a child’s ability to get the most benefit from school, such as a hearing problem or communication difficulty.'' (Ministry of Health, 2011) Consider. . . HEGEMONY •Refers to dominant groups in society which come together to form a bloc and sustain leadership over subordinate groups
•Relies on winning consent to the prevailing order by forming an ideological umbrella under which different groups who usually might not totally agree with each other can stand
•notion of compromise with concerns listened to without dominant groups giving up leadership of social tendancies
(Apple, 1996, p.14) Consider National Standards Karakia whakamutunga E te atua
E whakawhetai ana matou mo ou manaakitanga i tenei hui
Awhinatia matou i tenei ra
Thank you for your support and guidance
during this gatering
Care for us this day
Amen Readings for our next session:
Te One, S. (2003). The context for Te Whariki: contemporary issues
of influence. In J. Nuttall (ed.) Weaving Te Whariki. Wellington,
NewZealand: Council for Educational Research. (pp. 17-49 Part Two Whaowhia te kete matauranga - Fill the basket of knowledge Reflect on today's WALTS and write 3 things you learned. References Apple, M. (1996). Cultural Politics & Education. Buckingham, Great Britain: Open University Press.
Arthur, L., Beecher, B., Dockett, S., Death, E., & S., Farmer, S. (2012). Programming and planning in early childhood settings (5th ed.). Victoria, Australia: Cengage Learning.
B4 School Check. (n.d). [image]. Retrieved from http://topnews.net.nz/images/School-Check.jpg
McGee, C., & Fraser, D. (2008). The Professional Practice of Teaching. Victoria, Australia: Cengage Learning.
Ministry of Education. (1996). Te Whāriki: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Ministry of Health. (2011). Before School Check. Retrieved from http://www.health.govt.nz/our-work/life-stages/child-health/b4-school-check
Surman, L., Ridgway, A., & Edwards, S. (2006). Proogram planning: Negoitaiting the curriculum. In M.Fleer, S. Edwards, M. Hammer, A. Kennedy, A. Ridgway, J. Robbins, & L. Surman (eds). Early childhood learning communities: sociocultural research in practice. Frenchs Forest, Arustralia: Pearson.