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is
many layered concept that originates
in a seemingly straightforward problem
of how to effect educational change
by successfully installing
a new curriculum.
Building upon Ernest House’s 1979 critique of development and diffusion models of curriculum change and Egon Guba and David Clark’s call to set aside unified, systems view of curriculum and instruction, Ted Aoki called for a rethinking of curriculum implementation as situation praxis. The lived experience of teachers, Aoki has argued, is always an indwelling between the mandated curriculum as plan) and the curriculum as lived with actual students, colleagues, and communities.
A hermeneutic interest in understanding curriculum implementation stands in sharp contrast with a technical interest in the management of change.
this phenomenon after surveying
means to be engaged pedagogically in public service, and as such, teachers will always be required to
Whether curriculum implementation is conceived as instrumental action or interpretive action is an open question that hinges on how politics and scholarship are taken up in the teaching profession.
This model of curriculum implementation as being essentially a problem of communication between producers and consumers of curriculum held sway in the curriculum field during the
reported the results of efforts to effect educational change through the ambitious national curriculum projects of the education decade, which had been inaugurated by the Kennedy administration in the early 1960s
The critical and hermeneutic turn has taken curriculum implementation in a variety of
Vibrant traditions of
narrative inquiry, life history, phenomenological description, and autobiography
form alternative discourses of teachers’ engagements with curriculum, which serve to counter continuing political pressures to hold
educators accountable for implementing
ever more narrow and prescriptive
Declining to position teachers as agents delivering a curriculum, the teacher as researcher movement, as developed by Lawrence Stenhouse, took root in the United Kingdom, producing networks of local teacher directed curriculum development projects.
Aoki, T. (2005). Curriculum implementation as
instrumental action and as situational praxis. In
W. Pinar & R. Irwin (Eds.),
Curriculum inquiry
in a new key: The collected works of Ted T. Aoki
How are teachers to understand the new curriculum in a manner that is faithful to the intentions of the new curriculum?
(pp.111-123). Mahwah, NJ: Lawrence Erlbaum.
Difficulties with communication are to be expected both in terms of
or
but in principle these can be addressed through
becomes a matter of
between the
Carson, T. (2009). Re-thinking curriculum change
from the place of the teacher: Teacher identity
and the implementation of curriculum reform in
China. In T. Autio & E. Ropo (Eds.),
Reframing
curriculum discourses: Subject, society and curriculum.
Rotterdam, the Netherlands: Sense Publishers.
The new meaning of educational change
Fullan, M. (2001).
New York: Teachers College Press
McLaughlin,P., & Berman, P. (1975).
Micro and macro
implementation.
Santa Monica, CA: RAND Corporation
is marked by the arrival of new
curriculum that questions previously taken-for-granted assumptions about teaching. And although a new curriculum is not necessarily an unwelcome intrusion for teachers,
Although the movement suffered setback with the
government’s introduction of the
it continues to flourish and has become
internationalized through association such as the
See also Aoki, Ted T.; Curriculum Policy; Hermeneutic Inquiry; Stenhouse, Lawrence
more or less confirmed
The resulting curriculum reflects both
In which they concluded
1980s
influenced at least in part by curriculum reconceptualism, a movement began to reunderstand curriculum implementation critically and hermeneutically.