item: #1 of 203
          id: tci-10
      author: Luo, Lixin
       title: 一封给姐姐的信 – 论威廉姆多尔的四R理论 (Letter to my sister about Doll's 4 R's: Chinese version)
        date: 2005-12-21
       words: 1589
      flesch: 64
     summary: 4R’s 中的模式。 我相信，任何一个后现代课程都应该辅助人们在思想上产生以下三个根本的变 化。第一个变化是关于对模糊的理解。人们必须认识到模糊是生命自然的状态，而精 确是人为的。比如科学，也只是一个有限的窗口，从来不可能是客观的。科学不能证 明，只能探索。而且，既然自然是不可预知的，同时自然的演变是人类与自然共同作 用的结果，人类就不可能掌握全部自然界的知识和控制整个世界。科学不是万能的。 我们需要帮助学生习惯模糊和不确定，而不仅仅是精确和确定。为了实现这一点，我 们也许可以给学生早一点开设非线性代数和哲学课，例如在高中；在教科学的时候， 我们可以强调科学理论背后的前提假设并鼓励学生挑战它；我们可给学生提供更多的 开放式问题以及在课堂上讨论和辩论的机会；或者我们可以用多尔的方法—让学生们 自己出题去考对方。用一句话来说，在教育里引入模糊的方式可以是无穷的，它们中 的模式是鼓励学生去寻找不同的方法。对于年幼的学生来说，艺术，特别是中国画， 是很好的一个方式来引导他们庆贺模糊。 第二个变化是我们需要视这个世界为一个网络而不仅仅是层次。层次结构是 “人类的产物” （Capra, 1996, p.35）。自然界里是没有层次的 （Capra, 1996）。当我 们看待世界为层次时，我们寻找 高和 强。我们竞争。而且，如果层与层不直接相 连，它们就不能沟通。反之，当我们看待世界为网络时，我们视世界上的所有成员都 是平等的。每个人都可以和其他人交流。 网络观将有助于学生领悟到人类只是自然界 的一个成员而不是统治者。人类需要怀着敬意和世界上的其他成员合作，而不是压迫 和掠夺。为了帮助学生形成网络观，教师可以多以网状的方式替代层次化的方式呈现 教学内容，然后让学生自己去分层、归类。 我们也可以让学生更多地以环状的方式就 座，而不是以行列式；经常实行领导权轮换；我们还可以定期召开由学生领导的讨论 以及会议，用以分享社区知识。 第三个变化是关于游戏的理解。人类，如同那些在心理实验中跑迷宫的老鼠一 样，是在一个游戏之中的。所有的概念和事物都是由我们的认知游戏带出来的。“在 佛教看来，现代人类的痛苦源于人们执著于那些具象和由人类思想创造的类别，而不 Transnational Curriculum Inquiry 1 (1) 2004 http://www.nitinat.library.ubc.ca/ojs.index.php/tci Lixin Luo Letter to my sister about Doll’s 4 R’s 59 http://www.deakin.edu.au/tci http://www.nitinat.library.ubc.ca/ojs.index.php/tci 罗丽新 一封给姐姐的信—论威廉姆.多尔的四 R 理论 愿意接受所有事物无常和暂存的本质”（Capra, 1996, p.294）。通过认识到这点—通过 跃升到学习的第三层次—我们应当与这个游戏嬉戏 —和类别游戏，和概念游戏。此 外，游戏是生命的自然需求。所有的生命都趋向于创造新奇。游戏就是一种推动边界 的行为，一种逃离秩序的尝试。这给生物体提供了转型到一个新的秩序、创造新奇的 可能。因此，游戏是为了生存。 改变比喻是一种游戏的方式。历史已经向我们表明，改变比喻可以带来人们世 界观上惊人的变化。例如，当我们比喻世界为一台机器时，我们以一种现代方式思 考—人类是世界的主人。反之，当我们将世界比为一个生命系统时，我们以一种后现 代方式思考—人类和整个世界相互依存。由此，改变比喻，与概念游戏，能够将人类 的想象力从看不见的束缚中解放出来，从而我们可以有创造力。因此，我们中国人需 要重新考虑一下我们关于老师和学生的比喻。我们惯于把老师比作蜡烛和园丁，把学 生比作海绵和花朵。这些比喻将我们对课程的想象都局限在现代方式里。为了培育后 现代课程观，我们要先改变这些比喻。 要游戏，我们需要使科学有趣和平易近人。在维多利亚大学，我看过一个化学 教授的表演。这个教授用魔术的方式来展现化学反应。他甚至还演示了 Belousov- Zhabatinski 反应— Prigogine 喜爱的一个展示远离平衡状态的例子。 这个教授提到，正 是他的化学老师用魔术的方式展示化学试验令他开始迷上了化学。从这个例子，我们 可以看到教师可以将科学和艺术形式结合，从而令科学好玩有趣。此外，我们的老师 在教科学时，能否给学生讲一些科学家的笑话或者故事呢？我会说，为什么不呢？中 国人常常把科学家塑造成完美的典范而不是真实的人类。这样，对学生来说，他们是 高不可攀的，因为他们离学生的生活太遥远了。从而，学生缺乏向他们学习的动力。 试想，如果我的老师告诉我 Pascal 当年研究概率是因为他对赌博感兴趣，概率对我来 说就会有趣多了，因为这个故事使科学的、严肃的、枯燥的理论变得生动和平易近人 了。 总的来说，如果人们能有以上的三种思想变化—如果我们能够习惯于模糊、网 络和游戏，不仅我们的课程能促进创造力和智慧，我相信，我们也可以重新拥有梦想 和灵魂，我们可以和石头说话。 现在，亲爱的姐姐，我非常想告诉你，多尔教授的课对我个人有多么重要的意 义。首先，我原本在与人相处时总是很困惑，不知道自己应该对待别人，因为我非常 在乎别人会如何对待我。现在我明白了，我对别人做的任何事 都是作用于一个网络， Transnational Curriculum Inquiry 1 (1) 2004 http://www.nitinat.library.ubc.ca/ojs.index.php/tci Lixin Luo Letter to my sister about Doll’s 4 R’s 60 http://www.deakin.edu.au/tci http://www.nitinat.library.ubc.ca/ojs.index.php/tci 罗丽新 一封给姐姐的信—论威廉姆.多尔的四 R 理论 终都将作用回我自己。Naess 谈到，“当‘自我’的概念扩展--人们可以认识到保护 自然就是保护我们自己的时候，[对大自然的]关心是会自然流露的”（引自 Capra, 1996, p.12）。 同样地，“自我”的范畴也可以扩展到整个人类网络。正如多尔所说 的，当他在给学生做咨询的时候，他也在给自己做咨询。所以，我不用再太顾及别人 对我的反馈了。在关心他人的同时，我关心了自己。 Bateson, 1979/ 2002, p.92）。 不同的人可能注意到的是一则信息中不同的区别点。不是信息中 所有的区别点都是对一个人有效的。例如，面对一个蛋糕和一个海绵，你可能会注意 到它们的密度不一样，而东东则注意到一个可以吃，一个不能吃。因此，老师需要尝 试从学生的角度去体会区别。这就是为什么一些幼教工作者提倡成年人时不时地蹲下 来，从孩子的高度去看世界。这样可以帮助他们更了解孩子的视角。下次，你要是给 了什么东西或学习任务给东东，而她不感兴趣，你要想想问题是否出在你给她的东西 上面。 区别给我们带来深度。没有区别，这个世界就是平面的。多种角度看一个事物 能够令我们更深入认识它。读一个作者的两本书总是比只读一本可以使我们更好地了 解这个作者。而且，区别帮助我们理解。用图像和文字一起解释一个现象比只用其中 一种方式使人理解得快些。所以，我们应该推崇多元化。东东的幼儿园里有多元智力 教育，但是这种教育方式目前在国内的小学还是很少的。因此，作为母亲，你有必要 经常鼓励她用不同的途径或者方式来学习和表现她的学习成果，而不是只限于阅读和 写作。 模式 模式，可以理解为规律、事物的本质、类型和特点。模式具体可以表现为人的 个性、日历、日常工作时间表等等。模式是层次化的：模式可以是模式的模式。例 如，我可以说鸡和猪相同，因为他们都有一个共同的模式，那就是：“他们都有模 式”。从低层次的模式到高层次的模式，我们需要运用抽象能力，而这正是教育致力 于帮助我们提高的。比如，我们先学用数字 8 来表现 8 个具体的事物，随后，我们用 X 来表现具体的数字。模式是人们理解世界的一个关键。如果我们能够看到一个居于 更高层次的模式，我们可以更多更好地理解这个世界。 关注模式可以把我们的思想从直接的因果关系和简单的线性思维中解放出来。 例如，在中国，人们往往把样板课看作教师的“秀”—人们只注意到教师的教学方 法。然而，生搬硬套这些方法是不一定会成功的。比方说，在北京样板课上用的教学 方法对西藏的学生就不一定完全有效，因为学校的环境和学生都不一样。在北京用的 教学方法可能适用于北京那些惯于从读写的方式中学习的学生，而不适用于西藏的学 Transnational Curriculum Inquiry 1 (1) 2004 http://www.nitinat.library.ubc.ca/ojs.index.php/tci Lixin Luo Letter to my sister about Doll’s 4 R’s 45 http://www.deakin.edu.au/tci http://www.nitinat.library.ubc.ca/ojs.index.php/tci 罗丽新 一封给姐姐的信—论威廉姆.多尔的四
    keywords: curriculum; doll; http://www.deakin.edu.au/tci http://www.nitinat.library.ubc.ca/ojs.index.php/tci; http://www.nitinat.library.ubc.ca/ojs.index.php/tci 罗丽新; inquiry; lixin luo; luo letter; sister; transnational
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        item: #2 of 203
          id: tci-1065
      author: Sellers, Warren
       title: Bringing Difference to Using-learning
        date: 2010-05-08
       words: 829
      flesch: 52
     summary: For higher education curricularists it brings a challenge to consider ways towards bridging difference in learning-using English for many students with less-than- advanced proficiency. English Today.
    keywords: english; learning
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        item: #3 of 203
          id: tci-1066
      author: Ng-A-Fook, Nicholas
       title: Bridging a Response Within the Watercoursings of Empty Places
        date: 2010-05-08
       words: 1575
      flesch: 46
     summary: Like Wang and Yu, I wonder how we might advocate our provocations of cross-cultural watercoursings, which flow into and beyond the not yet openings of the living map we all call curriculum studies. And as curriculum theorists, how might we continue to criticize the rude surveyors, producers, and consumers of cross-cultural meanings?
    keywords: cross; curriculum; new; wang
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        item: #4 of 203
          id: tci-1067
      author: Wang, Hongyu
       title: A language of the Other and a Zen journey: A response
        date: 2010-05-08
       words: 3268
      flesch: 51
     summary: In the universe of language, both the juxtaposition of differences (Miller, 2005), as the simultaneous use of different languages displays, and translation in an in-between space offer a migrant subject co-creative and creative opportunities—opportunities, as Kristeva sings, layered through suffering—in his or her trajectory of encountering the other, living biographical alienation, and transforming the potentiality of history into the present of multiple possibilities. Nicholas’s own difficulty with his mother tongue—English—and his school language— French—as he inhabits and is inhabited by “the international, philosophical, curricular, disciplinary, and autobiographical language of the other” unfolds the complexity within and across language and thus with/in/against the post-colonial, migrate subject.
    keywords: chinese; curriculum; jie; language; life; nicholas; zen
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        item: #5 of 203
          id: tci-11
      author: Gough, Edited by Noel
       title: Commentaries and conversations on 'Laboured breathing' and 'Letter to my sister' by John Chi-kin Lee, Julianne Moss, Warren and Marg Sellers, and Francisco Sousa, with responses from the authors
        date: 2005-12-21
       words: 9161
      flesch: 52
     summary: Transnational Curriculum Inquiry 1 (1) 2004 http://www.nitinat.library.ubc.ca/ojs.index.php/tci Commentaries and conversations on ‘Laboured breathing’ (Low and Palulis) and ‘Letter to my sister’ (Luo) Editor: Noel Gough Introduction As I have already indicated in this issue’s Editorial, Transnational Curriculum Inquiry (TCI) is both a site for transnational scholarly conversations and a site for inquiry into the ways that electronic publishing procedures facilitate and/or constrain inclusive knowledge work in global virtual spaces. What I would like to learn from this East-West dialogue is how Eastern thought might contribute to transnational curriculum work.
    keywords: chinese; commentaries; conversations; curriculum; curriculum inquiry; doll; http://www.deakin.edu.au/tci; http://www.deakin.edu.au/tci http://www.nitinat.library.ubc.ca/ojs.index.php/tci; http://www.nitinat.library.ubc.ca/ojs.index.php/tci; inquiry; letter; low; luo; palulis; reading; sister; text; transnational; writing
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        item: #6 of 203
          id: tci-12
      author: Yoshimoto, Mika
       title: 晩学の 寂しさ沁みる 再帰国 (Late-blooming student, roots of loneliness run deep, as I return home)
        date: 2005-12-21
       words: 16966
      flesch: 67
     summary: Jay says that Japanese people are xenophobic. It seems to me as though Japanese people are one of two extremes; either unconditionally welcoming or unwaveringly rejecting of outsiders.
    keywords: book; canada; children; curriculum; diary; english; family; home; http://www.nitinat.library.ubc.ca/ojs.index.php/tci; inquiry; japanese; language; life; loneliness; mika; mother; people; return; roots; school; space; student; time; today; university; women; years; yoshimoto
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        item: #7 of 203
          id: tci-13
      author: Pinar, William F.
       title: A bridge between Chinese and North American curriculum studies
        date: 2005-12-21
       words: 7436
      flesch: 53
     summary: (Ted T. Aoki, quoted in Pinar and Irwin, 2004) To contribute to our conversation concerning the important question (quoted above) posed by Zhang Hua and Zhong Quiquan, I will discuss the life’s work of the great Canadian curriculum scholar Ted Aoki. Positioned on the North American side of the Pacific Rim, Aoki is the only scholar in North American curriculum studies – or in the broader field of education for that matter – whose lifetime of scholarly and pedagogical achievement has been recognized by the awarding of honorary doctorates from four universities.
    keywords: american; aoki; bridge; chinese; conversation; curriculum; new; north; pinar; studies; teaching; william; work
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        item: #8 of 203
          id: tci-14
      author: Bai, Heesoon
       title: Review of Awakening-Struggle: Towards A Buddhist Critical Social Theory by Robert Hattam
        date: 2005-12-21
       words: 1618
      flesch: 41
     summary: What do critical social theory and Buddhism have in common? The common ground on which critical social theory (or, more accurately, a cluster of critical social theories) and Buddhism stand is a commitment to human liberation, although we are looking at rather different pictures of liberation.
    keywords: buddhism; hattam; theory; work
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        item: #9 of 203
          id: tci-145
      author: Carter, Lyn
       title: Recovering Traditional Ecological Knowledge (TEK): is it always what it seems?
        date: 2009-01-12
       words: 4748
      flesch: 40
     summary: In Part 2 then, I explore postcolonial views on borders and on border epistemologies to see how they may be used to think again about TEK and Western science and extend ideas that have been so influential in science education. As such, they further argue for school science to include TEK and other IK alongside Western science to “better serve the needs of all students, both mainstream and multicultural students, who must solve problems during times of environmental crisis” (Corsiglia & Snively, 2001, p. 85).
    keywords: borders; corsiglia; education; knowledge; science; snively; tek
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        item: #10 of 203
          id: tci-15
      author: Gough, Edited by Noel
       title: Commentaries and conversations on Mika Yoshimoto’s ‘Late-blooming student’ by Susan Talburt, Yen Yen Woo, and Sumiko Nishizawa
        date: 2006-05-06
       words: 3722
      flesch: 54
     summary: It appears that �curriculum work�, for those of us who have lived and work within and across different national boundaries, is the re-evaluation of the ways that we have been educated and the communication of our changing perspectives. You begin the abstract by situating your work as �postcolonial, transnational � curriculum inquiry yet somehow, while you critique your experience of Japanese practices, the figure of Canada gets presented as unitary and uncomplicated.
    keywords: article; curriculum; diary; japanese; transnational
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        item: #11 of 203
          id: tci-159
      author: Gough, Edited by Noel
       title: Commentaries and conversations on Barbara Kameniar’s ‘Dilemmas in providing hospitality to others in the classroom’
        date: 2008-02-14
       words: 1513
      flesch: 52
     summary: http://nitinat.library.ubc.ca/ojs/index.php/tci Commentaries and conversations on Barbara Kameniar’s ‘Dilemmas in providing hospitality to others’ Transnational Curriculum Inquiry 4 (3) 2007 http://nitinat.library.ubc.ca/ojs/index.php/tci 13 Comments by Heesoon Bai Recommendation: accept with revisions. Firstly, the author sensitively introduces Derrida’s notion of http://nitinat.library.ubc.ca/ojs/index.php/tci Commentaries and conversations on Barbara Kameniar’s ‘Dilemmas in providing hospitality to others’ Transnational Curriculum Inquiry 4 (3) 2007 http://nitinat.library.ubc.ca/ojs/index.php/tci 14 infinite hospitality and its (im)possibility as an horizon for thinking about the role of the religion teacher.
    keywords: case; paper; section
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        item: #12 of 203
          id: tci-17
      author: Yates, Lyn
       title: What can schools do? Knowledge, social identities and the changing world.
        date: 2006-05-28
       words: 7176
      flesch: 57
     summary: Transnational Curriculum Inquiry 3 (1) 2006 http://nitinat.library.ubc.ca/ojs/index.php/tci 7 Databases now provide quite a lot of overall facts and figures about who gets what out of school, what kinds of backgrounds are successful, the retention rate and exam effectiveness of different schools. And by looking at people from similar backgrounds in different schools, we could look at whether different types of schools were producing different possibilities for them.
    keywords: curriculum; education; inquiry; knowledge; people; research; schools; things; work; world
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        item: #13 of 203
          id: tci-18
      author: Rhedding-Jones, Jeanette
       title: Monocultural constructs: a transnational reflects on early childhood institutions
        date: 2007-11-15
       words: 10500
      flesch: 52
     summary: The essay has developed from reflections on my own teaching and practice supervision, as an Australian working in Norwegian early childhood education. Questioning diversity: rethinking early childhood practices.
    keywords: childhood; children; constructs; culture; curriculum; education; http://nitinat.library.ubc.ca/ojs/index.php/tci; inquiry; institutions; jones; language; monocultural; new; norway; norwegian; oslo; people; practices; pre; rhedding
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        item: #14 of 203
          id: tci-183252
      author: Anwaruddin, Sardar M
       title: Can an Itinerant Curriculum Theory Travel?
        date: 2013-07-01
       words: 8268
      flesch: 45
     summary: Although “Deleuze and Guattari’s geophilosophy is particularly helpful in thinking about the unavoidable concept of difference (within and between nations/regions/cultures) and the opportunities and dilemmas for curriculum scholars that difference produces” (Gough, 2007, p. 284), Paraskeva’s interpretation and application of Deleuze and Guattari’s concept of deterritorialization does not enable us to sufficiently understand how his proposed theory will be helpful for curriculum scholars. However, I believe that conversations have been occurring in other languages, but they are not being adequately heard by the English- speaking curriculum scholars in the global North.
    keywords: curriculum; curriculum theory; english; global; inquiry; knowledge; paraskeva; research; scholars; studies; theory; west
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        item: #15 of 203
          id: tci-183588
      author: Saul, Ana Maria; Silva, Antonio Fernando Gouvêa da
       title: The Legacy of Paulo Freire for Curriculum Policies and Teaching in Brazil
        date: 2012-09-03
       words: 15466
      flesch: 39
     summary: An academic space for studying and researching Freire’s legacy: the Paulo Freire Cathedra of PUC/SP Paulo Freire was a professor in PUC/SP (Pontiff Catholic University of São Paulo), at the Education Program: The legacy of Paulo Freire for curriculum policies and teaching in Brazil 63 Transnational Curriculum Inquiry 8 (1) 2011 http://nitinat.library.ubc.ca/ojs/index.php/tci 4.3 The Research on Paulo Freire Cathedra The Cathedra has been developing a cumulative research about the influence of Paulo Freire thinking and works on the public educational systems in Brazil, aiming at contributing for re-creation of policies and educational practices in an emancipatory-critical perspective.
    keywords: brazil; cathedra; curriculum; curriculum inquiry; curriculum policies; education; educators; http://nitinat.library.ubc.ca/ojs/index.php/tci; knowledge; legacy; municipal; paulo freire; popular; practices; process; reorientation; saul; school; silva; social; são paulo; teaching; work
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        item: #16 of 203
          id: tci-183591
      author: Furo, Annette; Ibrahim, Awad
       title: The Impossibility of Representation: A Semiotic Museological Reading of Aboriginal Cultural Diversity
        date: 2012-08-31
       words: 8271
      flesch: 50
     summary: As Hendry (2002) reminds us, the appropriation of cultural objects and Aboriginal histories (sometimes by force) by ‘flagship’ colonial museums has left a legacy of distrust in Indigenous peoples and presented colonized peoples as curiosities to be displayed and discovered, rather than as people with their own stories to tell. Every element of this gallery would seem to represent Aboriginal cultural diversity.
    keywords: canada; canadian; culture; diversity; history; impossibility; meaning; museum; objects; peoples; reading; representation; visitors
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        item: #17 of 203
          id: tci-183598
      author: Macedo, Elizabeth; Lopes, Alice Casimiro
       title: Curriculum and Representation
        date: 2012-08-31
       words: 900
      flesch: 35
     summary: [2] State University of Rio de Janeiro, Brazil With the publication of this issue of Transnational Curriculum Inquiry, we bring the public three items that, in different ways, bring contributions to curriculum theory in connection with issues related to representation. In the article, The Research-teaching Nexus in Higher Education Curriculum Design, Joanna Annala and Marita Makinen pore over the question of representation from another perspective.
    keywords: curriculum; possibility; representation
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        item: #18 of 203
          id: tci-183609
      author: Spector, Hannah
       title: Fukushima Daiichi: a Never-Ending Story of Pain or Outrage?
        date: 2012-11-01
       words: 9714
      flesch: 58
     summary: Nuclear power at record levels, despite Fukushima disaster. Fukushima children are abused if they reject internal exposure.
    keywords: arendt; curriculum; daiichi; disaster; fukushima; government; http://nitinat.library.ubc.ca/ojs/index.php/tci; inquiry; japan; japanese; new; nuclear; outrage; pain; people; radiation; spector; story; world; york
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        item: #19 of 203
          id: tci-183619
      author: Maia, Angelica Araujo  de Melo; Pereira, Maria Zuleide Costa
       title: Citizenship education and curriculum policy in Brazil: facing challenges and prefiguring changes
        date: 2012-09-27
       words: 9828
      flesch: 42
     summary: It is interesting to observe that if at first citizenship rights are compatible with the bourgeoisie society, the eventual emergence of citizenship social rights will challenge the principles of competition, the accumulation of capital, and the conditions of inequality perpetuated by the capitalist society. Finally, there is the challenging of citizenship rights because of their western orientation and therefore their underestimation of the actual condition of citizenship of non-western populations.
    keywords: biesta; brazil; citizenship; citizenship education; contexts; cultural; curriculum; document; education; meanings; pereira; policy; rights; social; society; students; view
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        item: #20 of 203
          id: tci-183650
      author: Smith, Bryan; Ng-A-Fook, Nicholas; Berry, Sara; Spence, Kevin
       title: Deconstructing a Curriculum of Dominance: Teacher Education, Colonial Frontier Logics, and Residential Schooling
        date: 2012-10-08
       words: 10301
      flesch: 48
     summary: As a result of schooling policies, Barnes, Josefowitz, and Cole (2006) state that “most, if not all, residential school students experienced conditions that placed them at risk for potentially harmful psychological impacts, that is, separation from parents, immigration to a new culture, second-language learning, and denigration of their first language and culture (p. 20). If the de- colonization of history depends upon the de-colonization of the mind, we might use Farley’s (2010) metaphor of the “reluctant pilgrim” to think about history curriculum in terms of returning to memory (p. 10).
    keywords: aboriginal; adult; canada; colonial; curriculum; dominance; education; experiences; fook; history; inquiry; language; logics; school; schooling; smith; students
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        item: #21 of 203
          id: tci-183651
      author: Ausman, Tasha
       title: A Curriculum of Cultural Translation: Desi identities in American Chai
        date: 2012-10-27
       words: 9934
      flesch: 51
     summary: American Chai importantly cracks apart the concept of India as a fixed (cultural) place to offer a translation of Indian cultural identities within the Indo-American diaspora. Even though the body of Indian diasporic films is characterized by a certain racialized group (first and second generation Indians), I challenge the view that the films must represent a particular form of multiculturalism – what Mercer (1994) terms the “burden of representation” (p. 92).
    keywords: american; chai; culture; curriculum; desi; diasporic; film; identities; identity; indian; new; parents; representations; self; spaces; sureel; translation
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        item: #22 of 203
          id: tci-183652
      author: Davis, Brenda
       title: Educational Reform, Public Engagement and “Complexity”
        date: 2013-01-03
       words: 8493
      flesch: 44
     summary: The words of Inspiring Education participants, transcribed by from the conversations have been interspersed throughout the paper to illustrate the clarity and sophistication of the dialogue. Again, the similarity is evident, as Inspiring Education participants were asked, as their final ‘step’ to create their own personal “I Message”.
    keywords: 2012; community; complexity; conversation; curriculum; dialogue; education; engagement; learning; new; participants; public; reform; system
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        item: #23 of 203
          id: tci-183653
      author: Price, Joanne M.
       title: Learning with Abeyance – Rising toward Worlds in Gestures of Awareness
        date: 2012-11-01
       words: 8052
      flesch: 65
     summary: The slowing down of time and entering into flow state can represent “a break with a ‘natural’ or non-examined attitude” (Depraz et al., p. 4), re-connecting ourselves with place in the very “way by which we were always there – by our own lived body” (Casey, 1997, p. 21). They call with “a strong internal obviousness, antecedent to and qualified by a gradual process of filling-in which is a characteristic property of suspension” at the heart of abeyance (Depraz et al., p. 4).
    keywords: abeyance; curriculum; depraz; difference; doll; education; http://nitinat.library.ubc.ca/ojs/index.php/tci; inquiry; learning; life; new; price; spaces; way; worlds
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        item: #24 of 203
          id: tci-183659
      author: Tura, Maria de Lourdes Rangel
       title: Curricular and Educational Practice Policies
        date: 2012-10-08
       words: 7830
      flesch: 46
     summary: The Education for Work Hub attends students of both sexes from different schools of a same region. The textbooks are distributed by the MED to Primary School students and represent an important indication of what the teachers understood to be specific contents of their scholastic discipline.
    keywords: activities; curricular; education; new; pedagogic; policies; practice; proposals; rio; rio school; school; students; teachers; teaching; work
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        item: #25 of 203
          id: tci-183661
      author: Lopes, Alice Casimiro; Macedo, Elizabeth
       title: Curriculum, Policy, Practice
        date: 2012-10-08
       words: 1563
      flesch: 45
     summary: Transnational Curriculum Inquiry 8 (2) http://nitinat.library.ubc.ca/ojs/index.php/tci <access date> Curriculum, policy, practice Alice Casimiro Lopes 1 & Elizabeth Macedo 2 State University of Rio de Janeiro, Brazil Investigations into curriculum practices have always had great prominence in the curriculum field, to the point where the notion of curriculum in action has become one of the most powerful concepts in curriculum theory. From the phenomenological approaches, through the work of Paulo Freire and the concept of currere by William Pinar, to the most current discussions that focus on school daily life and teaching knowledge, curriculum practice is based on questioning the prescriptive approaches to curriculum.
    keywords: curriculum; education; policy; practice; studies
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        item: #26 of 203
          id: tci-183674
      author: Carvalho, Janete Magalhães
       title: The Journal Transnational Curriculum Inquiry and the Space-Time of Cosmopolitan Hospitality and of Curriculum Field Studies’ Deconstruction
        date: 2013-07-01
       words: 5885
      flesch: 40
     summary: Resuming for Final Considerations TCI’s creation and promotion presents the transculturalization and transinternationalization of curriculum field studies as objective. TCI’s history shows connections to the internationalization movement of curriculum studies that are expressed by the International Association for the Advancement of Curriculum Studies (IAACS)’s objectives, as one of the most reputable entities in the curriculum field, founded in 2001, which has been promoting conferences every three years, in China in 2003, in Finland in 2006, and in South Africa in 2009 4 .
    keywords: articles; australia; authors; carvalho; cosmopolitan; curriculum; curriculum inquiry; derrida; foreigner; hospitality; journal; language; question; space; studies; tci; time
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        item: #27 of 203
          id: tci-183765
      author: Diaz Barriga, Frida; Barron, Concepción
       title: Educational Innovation and Curriculum Reform in Mexico
        date: 2013-01-03
       words: 7855
      flesch: 41
     summary: In the analysis of the texts about curriculum and the curriculum reform projects that have been expressed in our contexts we find an important strain beween the claim to favor curriculum innovation processes as a motor for educational transformation bay means of the prescription of a series of models that orient and give sense to the curriculum reform processes and the fact that they still lack mechanisms to push forward systemic change processes within the educational institutions. This entails the risk of a technocratic perception, since “curriculum innovation is not a synonym of incorporating virtual educational experiences; in any case, its objective will be to favor creativity in a society that requires alternative ways to understand and settle its major problems” 11 (Herrera, 2005, p. 118).
    keywords: barriga; barrón; change; curriculum; curriculum reforms; de la; díaz; education; innovation; mexico; new; processes; reforms; studies; teachers
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        item: #28 of 203
          id: tci-183780
      author: Leite, Carlinda; Fernandes, Preciosa
       title: Curricular Studies and their Relation with the Political Agenda for Education
        date: 2013-01-03
       words: 6635
      flesch: 49
     summary: Principled moral reasoning and behavior of preservice teacher education students. Significant changes also occurred in higher education due to the Bologna Process and the statute of the teaching career.
    keywords: agenda; assessment; curricular; education; fernandes; learning; leite; measures; policies; portugal; relation; school; studies; teachers; training
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        item: #29 of 203
          id: tci-183786
      author: Beck, Kumari
       title: Talking Back: Autoethnography and the Contact Zone
        date: 2013-12-10
       words: 6560
      flesch: 40
     summary: I will first make a case for why a postcolonial idea such as the contact zone, is still useful in a discussion of curriculum as international text by tracing the dominant discourses of curriculum in international education through a historical overview. The focus of my present inquiry is in the new forms of educational ventures intensified through globalization: the prolific increase in international education with its stated goals of getting to know and understand people and places outside of one’s geographic boundaries, and promoted in the name of acquiring intercultural and global literacies.
    keywords: autoethnography; contact; contact zone; curriculum; education; international; internationalization; new; pratt; talking; world; zone
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        item: #30 of 203
          id: tci-183797
      author: Cole, Peter; O'Riley, Pat
       title: Coyote and Raven Put the ‘Digital’ In Technology — Hands-up and Down to Earth
        date: 2013-01-03
       words: 7201
      flesch: 43
     summary: Raven and Coyote are not robbing a bank or playing cowboys and ‘Indians’ or bad guys and good guys these ubiquitous tricksters 3 are inviting the reader to engage in a virtual/actual retelling of the contemporary ‘digital native’ storylines being offered in mainstream education the wingéd one and the fourleggéd ask the human beings to consider renarrativizing the current privileging of digital technology as the predominant technology storyline in education and western education as the predominant educational storyline of knowing/doing/being/becoming this conversation is an invocation to “trickster discourse” 3 with the hope of encouraging “narrative chance, comic holotropes and dissident narratives” (Vizenor, 1993, p. 10) as potentialities for restorying and remapping technology discourses in education as Vizenor writes “Trickster narratives are … an ironic survivance; trickster metaphors are contradictions not presentations of culture.” he says it would require four planets to support western levels of consumption throughout the world Coyote I’ve heard you talk with graduate students about the social cultural and environmental impacts of electronic technologies including electromagnetic fields being largely ignored in education at all levels the silences about who makes these digital technologies whose lands are mined and flooded to produce and use our computers and cellphones where the millions of tons of toxic waste is shipped and dumped the tens of billions spent on digital technologies in schools the downplaying or dismissal of sustainable technologies tokenizing green technologies and uttering platitudes about place-based technologies and Indigenous technological ecoliteracies that have worked for millennia present progressive Raven students are thirsty for such conversations t
    keywords: cole; communities; coyote; curriculum; curriculum inquiry; earth; education; hands; http://nitinat.library.ubc.ca/ojs/index.php/tci; inquiry; living; new; o’riley; peoples; press; raven; technologies; technology; world; york
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        item: #31 of 203
          id: tci-183859
      author: Macedo, Elizabeth; Lopes, Alice Casimiro
       title: Rio Curriculum Conference
        date: 2013-01-03
       words: 1023
      flesch: 44
     summary: Rio Curriculum Conference. Rio Curriculum Conference 2 Transnational Curriculum Inquiry 9 (2) 2012 http://nitinat.library.ubc.ca/ojs/index.php/tci with the relations between moral and ethics in contemporary curriculum.
    keywords: conference; curriculum; rio; university
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        item: #32 of 203
          id: tci-183861
      author: Ibrahim, Awad; Glithero, Lisa
       title: Pedagogy of the Moment: a Journey on Becoming Wide-Awake
        date: 2013-01-03
       words: 7677
      flesch: 61
     summary: The remaining three elements of equal significance include: place pedagogy; relational pedagogy; and hermeneutic pedagogy. It is at this moment we believe a cosmological pedagogy – “one that can only be understood in the context of relationships” (O’Sullivan, 1999, p. 72) – intersects with our notion of place pedagogy largely informed by Greenwood and his critical pedagogy of place.
    keywords: education; freire; human; journey; malcolm; moment; new; pedagogy; place; system; world; york
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        item: #33 of 203
          id: tci-183862
      author: Macedo, Elizabeth
       title: Peer Review Process 2011 - 2012
        date: 2013-01-03
       words: 246
      flesch: -77
     summary: TO CITE THIS ARTICLE PLEASE INCLUDE ALL OF THE FOLLOWING DETAILS: Transnational Curriculum Inquiry http://nitinat.library.ubc.ca/ojs/index.php/tci <access date> PEER REVIEW PROCESS 2011-2012 Stats and Reports Issues Published: 04 Total submissions: 25 Reviewed: 25 Accepted (with revisions or not): 18 Declined: 28% Reviewers Ai Chun Yen National University of Taiwan Taiwan Alice Casimiro Lopes State University of Rio de Janeiro Brazil Alison Neilson Azores University Portugal Ana Maria Saul Pontifical Catholic University of São Paulo Brazil Audrey Msimanga University of the Witwatersrand South Africa Bill Green Charles Sturt University Australia Denise Egea-Kuehne Louisiana State University USA Donna Trueit Louisiana State University USA Elizabeth Macedo State University of Rio de Janeiro Brazil Francisco Sousa Açores University Portugal Heesoon Bai Simon Fraser University Canada Hongyu Wang Oklahoma State University USA João Paraskeva University of Ohio USA José Maria Garduno Autonomous University of Mexico State Mexico Luis Fernando Cruz Universidad El Bosque Colombia Maria Jacqueline G. de Lima Federal University of Rio de Janeiro Brazil Marlene Atleo University of Manitoba Canada Nicholas Ng- A -Fook University of Ottawa Canada Nicoletta Christodoulou Frederick University of Cyprus Cyprus Noel Gough La Trobe University Australia Pat O'Riley University of British Columbia Canada Raquel Goulart Barreto State University of Rio de Janeiro Brazil Rosanne Dias Federal University of Rio de Janeiro Brazil Silvia Moraes Federal University of Ceará Brazil Stavroulla Philippou University of Cyprus Cyprus William E. Doll, Jr Louisianna State University USA http://uac.academia.edu/AlisonNeilson http://www.google.com.br/search?hl=pt-PT&spell=1&q=Bill+Green+Charles+Sturt&sa=X&ei=uWSRULfWJYLe9ATDzoDoAQ&ved=0CCEQvwUoAA http://www.csu.edu.au/faculty/educat/teached/staff/profiles/professor/green_bill http://www.educ.sfu.ca/faculty/faculty/dr--heesoon-bai.html http://www.educ.sfu.ca/faculty/faculty/dr--heesoon-bai.html http://www.frederick.ac.cy/DPPE/index.php?option=com_content&task=view&id=18&Itemid=27&lid=241 http://www.latrobe.edu.au/education/about/staff/profile?uname=NGough http://ucy.academia.edu/StavroulaPhilippou
    keywords: brazil; janeiro; university
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        item: #34 of 203
          id: tci-183929
      author: Ilieva, Roumiana; Waterstone, Bonnie
       title: Curriculum Discourses Within a TESOL Program for International Students: Affording Possibilities for Academic and Professional Identities
        date: 2013-07-01
       words: 10899
      flesch: 47
     summary: This course, taught by Waterstone, uses an academic literacies approach, “which emphasizes the socially situated and ideological nature of student academic writing” (Lillis, 2003, p.194). Such inquiry requires a more fine-grained examination of students’ interactions with program discourses.
    keywords: cohort; curriculum; discourses; english; identity; ilieva; language; program; students; study; tesol; tesol program; waterstone; writing
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        item: #35 of 203
          id: tci-184212
      author: Khan, Steven K
       title: Fear and Cheating in Atlanta: Evidence for the Vulnerability Thesis
        date: 2014-08-16
       words: 6300
      flesch: 37
     summary: More speculatively I believe that the study of educators’ vulnerabilities across levels will need to be attended to by curriculum scholars in the next moment and suggest that in developing new ways to investigate, theorize, speak and write about such vulnerabilities, new frameworks and dispositions will need to be developed. In elementary education he suggests that teachers are the agents of such vulnerability who, through their power to discipline, fail and punish, begin to shape students’ reputation in relation to a mythology of success through fear.
    keywords: atlanta; business; callahan; cheating; curriculum; education; evidence; fear; public; schools; thesis; vulnerability; vulnerability thesis
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        item: #36 of 203
          id: tci-184218
      author: Shim, Jenna Min
       title: Teachers’ viewpoints about other’s actions: Implications for multicultural education
        date: 2013-12-10
       words: 10866
      flesch: 51
     summary: Next, all four responses by African American teachers to the action of Mother Margaret closing her restaurant were coded as “Contextualized Explanation: Trapped in Location.” Next, there were five responses by African American teachers to Kamal’s killing of Pawel, four of which were coded as “Contextualized Explanation” because participants attempted to speculate about the social and historical conditions that could have led Kamal to kill Pawel.
    keywords: actions; african; american; education; kamal; margaret; mother; participants; people; responses; study; teachers; white
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        item: #37 of 203
          id: tci-184255
      author: Wu, Jinting
       title: Towards a Curriculum of Vulnerability and Blandness: Insights from Levinas and Classical Chinese Thought
        date: 2013-12-10
       words: 8684
      flesch: 46
     summary: What for Butler is linguistic vulnerability inherent in the subject’s coming-into- noticeability, is, for Levinas, an extra-linguistic responsibility that summons one to embracing the face of the other phenomenologically. Based on ethnographic research in ethnic minority villages in Southwest China, the study illustrates that this cookie-cutter model of “best practice” and “quality education” obscures other potentials of learning and other understandings of “the educated person,” and drives village teachers and students into disenchantment and maneuvers (see Wu 2012).
    keywords: blandness; chinese; curriculum; ethics; face; human; inquiry; insights; levinas; new; presence; thought; vulnerability; world
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        item: #38 of 203
          id: tci-184282
      author: Appelbaum, Peter
       title: Tropological Curriculum Studies: Puppets and Statues of Curriculum Quagmires
        date: 2013-06-15
       words: 12634
      flesch: 53
     summary: Instead, he or she works with a different line (a trope for agency?), and that one, combined with gravity (a trope for structure?), leads to the actual movement of the puppet as part of the story of the puppet play and its interaction with other puppets in the context of the play (a trope for action?). To place oneself in a position to resolve paradoxes of Bildung in post-colonial times, or to create a new discourse that writes a new world, is to compose the script for new puppets, that is, to merely reproduce the crisis of reproduction itself.
    keywords: appelbaum; art; curriculum; curriculum inquiry; curriculum studies; education; http://nitinat.library.ubc.ca/ojs/index.php/tci; life; lines; new; puppets; quagmires; representation; sense; statues; things; time; work; žižek
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        item: #39 of 203
          id: tci-184316
      author: Firmino, Manuel; Leite, Carlinda
       title: Assessment Of and For Learning in Higher Education: from the Traditional Summative Assessment to the More Emancipatory Formative and Educative Assessment
        date: 2014-08-16
       words: 6616
      flesch: 47
     summary: The observed difference among formative assessment components that are more or less used may contribute to identifying a change that seems to be happening at distinct rates in relation to different procedures of formative assessment that are more or less emancipatory. This shift from a testing culture to an assessment culture is marked by a “trend for greater transparency and explicitness in all aspects of student assessment” (Elander, Harrington, Norton, Robinson & Reddy, 2006, p. 71), which may constitute an important advancement in this approach “of” and “for” learning.
    keywords: assessment; education; formative; grades; learning; leite; students; teachers
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        item: #40 of 203
          id: tci-184317
      author: Smith, Bryan A. B.
       title: Currere and Critical Pedagogy: Thinking Critically about Self-Reflective Methods
        date: 2013-12-10
       words: 7785
      flesch: 46
     summary: Currere and Critical Pedagogy: Think Critically about Self-Reflective Methods. http://nitinat.library.ubc.ca/ojs/index.php/tci <access date> Currere and Critical Pedagogy:
    keywords: currere; curriculum; education; grumet; inquiry; method; pedagogy; pinar; self; theory; work
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        item: #41 of 203
          id: tci-184322
      author: Southwell, Myriam
       title: Teaching Work and Social Demands - Research Cases from the Political Discourse Analysis
        date: 2013-06-30
       words: 6808
      flesch: 41
     summary: Nóvoa, A. (1994).“El estado portugués y la reforma de la formación del profesorado: una perspectiva sociohistórica sobre modelos cambiantes de control”. “Universalismo, particularismo y La cuestión de La identidad” y “¿Por qué los significantes vacíos son importantes para la política?
    keywords: analysis; discourse; education; notion; position; professionalization; social; southwell; subject; teacher; teaching; teaching work; work
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        item: #42 of 203
          id: tci-184332
      author: Ferraço, Carlos Eduardo
       title: Curriculum, Culture and Investigation with Routine or About the Creation of Educational Policies in Schools
        date: 2013-06-30
       words: 6660
      flesch: 60
     summary: It was when we realized that even if we are engaged in projects to combat the cultural discrimination present in schools, both teachers and students keep producing other forms of exclusion and, in the anonymousness of everyday school life, they simultaneously produce survival tactics and strategies (Certeau, 1994, 1996) inspired by micro resistances that ground micro liberties and thus potentialize life. Anonymous and sneaky invention of tactics and strategies that subvert the attempts to standardize the notion of curriculum and culture that is present in the prescriptive curricular texts and, consequently, weave different meanings to the processes, characterizing the dimensions of complexity, political resistance and permanent indetermination/invention of everyday school life.
    keywords: alves; cultural; culture; curriculum; ferraço; investigation; knowledge; life; networks; projects; school; students; subjects
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        item: #43 of 203
          id: tci-184437
      author: Christodoulou, Nicoletta
       title: Oral History and Living Memory in Cyprus: Performance and Curricular Considerations
        date: 2014-08-16
       words: 7635
      flesch: 63
     summary: Oral History and Living Memory in Cyprus: Performance and Curricular Considerations. Transnational Curriculum Inquiry volume (1) http://nitinat.library.ubc.ca/ojs/index.php/tci <access date> Oral History and Living Memory in Cyprus:
    keywords: curriculum; cypriots; cyprus; events; history; inquiry; living; memory; people; performance; stories; turkish
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        item: #44 of 203
          id: tci-184447
      author: Doll, Jr., William E.
       title: An Exploration of “Ethics” in a Post-modern, Complex, Global Society
        date: 2013-12-10
       words: 3709
      flesch: 61
     summary: Traditional ethics—following a culture’s guiding principles—binds us to that culture’s values, and in this sense is relative: “Ethics depend on cultures and places and are relative” (1995, p.192). An Exploration of “Ethics” in a Post-Modern, Complex, Global Society.
    keywords: cilliers; complexity; ethics; good; new; serres; varela
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        item: #45 of 203
          id: tci-184581
      author: Lopes, Alice Casimiro
       title: Curriculum and Meaning
        date: 2013-12-02
       words: 852
      flesch: 51
     summary: Incorporating post-foundational contributions into the field of curriculum has played a role in challenging such perspectives. In my view, such perspective opens up interesting possibilities for our field, by working with the curriculum as a struggle for meaning.
    keywords: curriculum; laclau; social
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        item: #46 of 203
          id: tci-184582
      author: Lopes, Alice Casimiro; Zhang, Wenjun
       title: Peer Review Process
        date: 2013-12-02
       words: 161
      flesch: 11
     summary: Transnational Curriculum Inquiry http://nitinat.library.ubc.ca/ojs/index.php/tci <access date> PEER REVIEW PROCESS 2013 Stats and Reports Issues Published: 02 Total submissions: 22 Reviewed: 17 Accepted (with revisions or not): 12 Papers in Review 05 Declined: 23% Reviewers Ana Maria Monteiro Federal University of Rio de Janeiro Brazil Audrey Msimanga University of the Witwatersrand South Africa Claudia Eppert University of Alberta Canada Claudia Matus Pontifical Catholic University of Chile Chile Francisco Sousa Açores University Portugal Frida Diaz Barriga Arceo Autonomous University of Mexico Mexico Hongyu Wang Oklahoma State University USA Maria Inês Marcondes Pontifical Catholic University of Rio de Janeiro Brazil Raquel Goulart Barreto State University of Rio de Janeiro Brazil Rita Frangella State University of Rio de Janeiro Brazil Tero Autio Tallinn University Estonia Todd Price National Louis University USA Ursula Hoadley University of Cape Town South Africa Wenjun Zhang Zhejiang University China William E. Doll, Jr British Columbia University Canada TO CITE
    keywords: brazil; university
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        item: #47 of 203
          id: tci-184778
      author: Ingersoll, Marcea
       title: Curriculum Windows: Frames of Possibility
        date: 2014-08-16
       words: 6151
      flesch: 60
     summary: We know that literature on the experiences of international school teachers is limited, and Canadian perspectives are significantly under-represented (Canterford, 2003). “But you know that there are other teachers who see beyond that.
    keywords: curriculum; difficulty; fowler; international; jalal; narrative; pedagogy; story; teachers; teaching
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        item: #48 of 203
          id: tci-185175
      author: Lemos, Guilherme
       title: The Possibility of a Non-narcissistic Autobiography in William Pinar's Curriculum Theory
        date: 2014-08-16
       words: 3691
      flesch: 36
     summary: On the first page of the preface two sentences set the tone and the actuality of a research from a decade ago: 1) Having lost control of the curriculum, public school teachers found themselves reduced to domestic workers, instructed by politicians to clean up the mess left by politics, culture and history. 2) Also, empirical research demonstrates that teachers who were spared from education course work are more successful (than those not spared) in bringing up the scores on their students exams. author´s goal, that the problems of American public education, in its own way, coincide with Western public education; namely, the notion of teaching understood as a merely multiplier action aimed to meet the numerical results that define the political agendas of investment, which for Pinar, ultimately dismisses education of its most basic commitments to promote subjectivities.
    keywords: autobiography; curriculum; education; pinar; possibility; self; teacher; theory
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        item: #49 of 203
          id: tci-185668
      author: Liao, Hui-Chuan
       title: What Are Course Syllabi Telling Students? Critical Discourse Analysis of Classroom Power Relationships
        date: 2015-07-17
       words: 7280
      flesch: 51
     summary: 14 Transnational Curriculum Inquiry 12 (1) 2015 http://nitinat.library.ubc.ca/ojs/index.php/tci investigated the teacher–student power relationship by using critical discourse analysis (CDA) of course materials. The current study addressed this gap in the literature, examining the teacher–student power relationship by conducting a CDA of course syllabi.
    keywords: analysis; classroom; course; curriculum; discourse; england; english; language; learning; power; students; study; syllabi; teacher; teaching
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        item: #50 of 203
          id: tci-185892
      author: Jung, Jung-Hoon
       title: Hakbeolism: A Historical and Curricular Consideration of Korean Test-Focused Education
        date: 2014-01-16
       words: 10058
      flesch: 49
     summary: Secrets of Academic Success of Korean Students: Stories of Hakwon. Secrets of academic success of Korean students: Stories of hakwon.
    keywords: consideration; curriculum; education; hakbeolism; jung; kim; korean; pinar; social; society; students; subjectivity; system; teachers; test; university
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        item: #51 of 203
          id: tci-185907
      author: Ke, I-Chung
       title: The Impacts of English on Taiwan’s Elementary Curriculum: Homeroom Teachers’ Perspectives
        date: 2015-01-16
       words: 11466
      flesch: 54
     summary: In the field of English as a foreign language (EFL), the majority of researchers looked at teacher education (Mikio, 2008), English teachers (Butler, 2004; Su, 2006), teaching content (Sifakis, 2004), and motivation (Gao, Zhao, Cheng & Zhou, 2007), just to name a few. Since qualified teachers remain a key requirement in expanding circles, Butler (2004) asked English teachers in elementary schools in Japan, South Korea, and Taiwan to self-evaluate their proficiency level and the expected qualifying level.
    keywords: curriculum; education; elementary; english; homeroom; homeroom teachers; language; learning; level; school; students; subject; teachers; teaching; time
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        item: #52 of 203
          id: tci-185932
      author: Bergen, Jennifer K.; McLean, Lorna R.
       title: Students as Citizens: Conceptions of Citizenship in a Social Studies Curriculum
        date: 2015-01-16
       words: 11238
      flesch: 38
     summary: In an effort to further define this type of global citizenship education, Mundy and Manion offer a list of six interrelated characteristics of global education found in the literature, including: Bergen & McLean. Similar spectrums have been developed for global citizenship education.
    keywords: citizenship; citizenship conceptions; citizenship education; conceptions; curriculum; education; indicators; learning; saskatchewan; social; students; studies
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        item: #53 of 203
          id: tci-186041
      author: Sussekind, Maria Luiza
       title: Why a Deterritorialized Curriculum?
        date: 2015-01-16
       words: 4424
      flesch: 42
     summary: The book Conflicts in Curriculum Theory: Challenging Hegemonic Epistemologies also brings up theories as a field of disputes, as ―a critical curriculum river‖ (p. 1) in the author‘s sharp style and pointed language. In his own words, Paraskeva states that In fact, what this book aims to do is to (1) put into historical context the emergence and development of the history of the field; (2) unveil the emergence of a group of critical theorists within the curriculum field; (3) offer a new metaphor of the field as ―a critical curriculum river‖ that meanders extensively to help understand these theorists‘ complex journey, including the battles fought for control of the field; and (4) examine and lay out a critique of the reconceptualist movement.
    keywords: author; curriculum; education; field; history; justice; new; paraskeva; theory
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        item: #54 of 203
          id: tci-186064
      author: Cossa, José
       title: Ethnographies of Schooling in Contemporary India by Meenakshi Thapan (editor)
        date: 2015-07-17
       words: 3815
      flesch: 54
     summary: It also states that school culture is not only constructed by the school´s official line of thinking, but it is simultaneously created and subverted by the students, teachers and administration, which seek to bring their ownpurports to school. On one hand, based on such research, we can then draw attention to the importance of this study in terms of curriculum, since these ethnographic studies, throughout the texts, analyzed research conducted in different schools from different regions of India and, within such school spaces, different educational practices and different ways of evaluating the work of teachers and students.
    keywords: contemporary; culture; education; ethnographies; india; meenakshi; school; schooling; students; thapan
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        item: #55 of 203
          id: tci-186501
      author: Hansen, Dion Rüsselbæk; Phelan, Anne; Qvortrup, Ane
       title: Teacher Education in Canada and Denmark in an Era of 'Neutrality'
        date: 2015-07-17
       words: 8599
      flesch: 44
     summary: While the ‘traditional’ welfare state rhetoric of professionalization continues to be evident in teacher education policies in Denmark, teacher education is increasingly being regarded as a nodal point for the realization of political ambitions (Danish Ministry of Education, 2013a). As such, teacher education is complicit in concealing society’s differences, naturalizing political regimes of truth, and producing teachers in keeping with state interests.
    keywords: canada; danish; denmark; education; learning; mouffe; neo; public; social; standards; state; teacher; teacher education; teaching; welfare
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        item: #56 of 203
          id: tci-186570
      author: Johnson Mardones, Daniel F
       title: Freire and the US Reconceptualization: Remembering Curriculum as International Conversation
        date: 2015-07-17
       words: 5000
      flesch: 52
     summary: The first is that human vocation, ontologically, is humanization; the second is, that to pedagogically act in accord with this meaning of the human endeavor is to dialogically encounter one’s students; the third is, to so encounter our students as to cultivate thought and action, a sort of praxis Freire terms “Concientizao.” This is “a sort of praxis Freire terms Conscientização”, in Pinar’s words.
    keywords: consciousness; curriculum; field; freire; pinar; reconceptualization
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        item: #57 of 203
          id: tci-186703
      author: Thomas, Samira
       title: Cosmopolitanism: a Journey of Suffering and Forgiveness
        date: 2015-07-17
       words: 6323
      flesch: 65
     summary: Cosmopolitanism as a Deficit Model There are many ways to start a conversation about cosmopolitanism. My experience was different from theirs in many ways.
    keywords: cosmopolitanism; curriculum; forgiveness; hilm; history; inquiry; journey; suffering; time; way; world
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        item: #58 of 203
          id: tci-186708
      author: Fu, Guopeng
       title: Dewey’s Trip to China: A Rejuvenation of his Democratic Spirit
        date: 2016-01-20
       words: 7208
      flesch: 59
     summary: He addressed China as “the country nearest his heart after his own” (Jane Dewey 1939, 42) and returned to the US with a changed political propositions and philosophy, which he brought forth in his book, The public and its problems (John Dewey 1927).What attracted Dewey to stay in China for two years? They were teaching at the University of California in Berkeley in late 1918 and in Dewey’s words, we “may never again get as near Japan as we are now and that as the years are passing, it is now or never with us” (John Dewey 2008, 185).
    keywords: china; chinese; curriculum; democracy; dewey; japan; japanese; john; movement; new; people; students; trip
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        item: #59 of 203
          id: tci-187211
      author: Lopes, Alice Casimiro
       title: Internationalization of Curriculum Studies through an Elusive Curriculum
        date: 2015-07-17
       words: 906
      flesch: 50
     summary: If we are read, we are translated, and this process allows us to exist as producers of texts and as the authors of curriculum field. In this same perspective, TCI stands as a vehicle for curriculum papers and insert them in the field.
    keywords: curriculum; field; studies
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        item: #60 of 203
          id: tci-187370
      author: Pereira, Talita Vidal; Costa, Hugo Heleno Camilo
       title: Challenges to Curriculum Theory in the 21st Century: Thinking the School Beyond the Basics
        date: 2016-01-02
       words: 5522
      flesch: 52
     summary: Challenges to Curriculum Theory in 21st Century: Thinking the School Beyond… Transnational Curriculum Inquiry 12 (2) 2015 http://nitinat.library.ubc.ca/ojs/index.php/tci 9 taken as limiting meanings, but it is just a possibility among others, and is always exposed to other’s view (Laclau, 1996; Derrida, 1981; 1985; 1992). A vision of democracy residing in the possibility of reaching a fixed horizon, emphasizing the opportunities for new articulations to leads us to new ideas, to new meanings, in this that we call the 21st century.
    keywords: context; control; curriculum; derrida; discourse; idea; meaning; translation; writing
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        item: #61 of 203
          id: tci-187457
      author: Frangella, Rita de Cássia Prazeres
       title: Meetings, Dialogs and Interconnections in a Theoretical-analytical Perspective Design
        date: 2016-01-20
       words: 3697
      flesch: 39
     summary: I therefore seek to run through the movements that led me to open up such dialog, as well as to show how such articulation resulted in the construction of a work perspective for the analysis of curriculum policies. To the contrary, it irrupts in an ambivalent identification, throwing on such production the uncertainty of cultural significance; thus keeping, as he says, “confronted by its double, the untranslatable -alien and foreign” (p.51) Owing to such problematization I found myself on the frontier of a journey that had been based on a definition that I now questioned – is there a teachers’ identity?
    keywords: articulation; bhabha; curriculum; identity; laclau; negotiation; place; process
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        item: #62 of 203
          id: tci-187526
      author: Smythe, Jon L.
       title: From Telescope to Kaleidoscope: Post-structural Strategies for Bringing Multiplicity to Light in Teaching and Research
        date: 2016-01-20
       words: 7325
      flesch: 57
     summary: From Telescope to Kaleidoscope 33 Transnational Curriculum Inquiry 12 (2) 2015 http://nitinat.library.ubc.ca/ojs/index.php/tci As a teacher, I have found students’ work to be replete with dualisms and that opening up those dualisms to other ways of thinking can be challenging but beneficial. From Telescope to Kaleidoscope 34 Transnational Curriculum Inquiry 12 (2) 2015 http://nitinat.library.ubc.ca/ojs/index.php/tci The Strategies While post-structural writers share a common goal of opening up foundational structures (linguistic, architectural, artistic, etc.) to other ways of thinking and experie ncing, post-structuralism eschews so-called grand narratives and makes no prescriptions about how to arrive at this goal.
    keywords: culture; curriculum; experience; kaleidoscope; people; post; sense; smythe; students; thinking; ways
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        item: #63 of 203
          id: tci-187598
      author: Southwell, Myriam
       title: The Curriculum in Tension: a Discussion of Universalism and Particularism
        date: 2016-07-31
       words: 6673
      flesch: 45
     summary: This conceptual distinction allows us to interpret the tension that occurs in the development of school experiences. We wonder if these new formats democratize school experience.
    keywords: curriculum; discussion; experiences; laclau; particularism; school; social; southwell; subjects; system; tension; universal; universalism
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        item: #64 of 203
          id: tci-187629
      author: Butler, Jesse K.; Ng-A-Fook, Nicholas; Vaudrin-Charette, Julie; McFadden, Ferne
       title: Living Between Truth and Reconciliation: Responsibilities, Colonial Institutions, and Settler Scholars
        date: 2016-01-20
       words: 10586
      flesch: 42
     summary: Now during my graduate studies, I have spoken with non-Indigenous student teachers who have also had the same community service- learning opportunities to teach and learn from First Nations teachers at the Kitigan Zibi Kikinamadinan School. In our research, personal, and professional lives as non-Indigenous Canadian teachers and citizens Jesse, Julie, Ferne, and myself are committed toward such principles.
    keywords: aboriginal; canada; curriculum; education; fook; inquiry; nations; ottawa; people; perspectives; reconciliation; students; teachers; trc; truth; vaudrin
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        item: #65 of 203
          id: tci-187817
      author: Lopes, Alice Casimiro
       title: Ottawa Curriculum Conference
        date: 2016-01-20
       words: 854
      flesch: 43
     summary: The University of Ottawa is located, as we are learned then, within the downtown of their nation’s capital, “which sits at base of the Ottawa valley and overlooks the confluences and tributaries of the Kichi Sibi (Ottawa River) that meander across and beyond the traditional territories of the Anishinàbeg who have lived and migrated upon this landscape since time immemorial. They were supported by generous partnerships with the American Association for the Advancement of Curriculum Studies (AAACS), Canadian Association for Curriculum Studies (CACS), European Association of Curriculum Studies (Euro-ACS), Canadian Society for the Study of Education, Association of Canadian Dean’s of Education, and the Faculty of Education at the University of Ottawa.
    keywords: conference; curriculum; ottawa; university
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        item: #66 of 203
          id: tci-187884
      author: Cole, Peter
       title: Education in an Era of Climate Change: Conversing with Ten Thousand Voices
        date: 2016-07-31
       words: 5741
      flesch: 43
     summary: It’s a human intelligence honed over millennia, through unimaginably vast numbers of individual observations, experiments, reflections, intuitions, refinements of art and experience and communication” (Black, 2012) there is a growing call from academics citizens around the world Indigenous Peoples and international civil society and ecojustice organizations (e.g. Klein, 2014; IPCC, 2014; Shiva, 2008; UNESCO, n.d; WCIP, 2014) for compelling new narratives to reshape the progress narrative of modernity that privileges mind over body heart and spirit as well as human over non-human and more-than-human there is increasing awareness that dismissing Indigenous knowledges and practices has created an imbalance a vacuum that impacts the ethnosphere and the biosphere with the loss of Indigenous knowledges comes the loss of “ten thousand different voices” (Davis, 2009) a diversity of ecological knowledges and practices for dealing with the challenges facing life on (and with) earth Atomic physics and human knowledge.
    keywords: change; climate; communities; curriculum; education; global; human; kichwa; knowledges; new; voices; western; world; york
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        item: #67 of 203
          id: tci-188177
      author: Moraes, Silvia Elizabeth; Freire, Ludmila Almeida
       title: The University Curriculum and the Ecology of Knowledges towards building a Planetary Citizenship
        date: 2016-07-31
       words: 10970
      flesch: 37
     summary: With the epistemological premise of the Ecology of Knowledges, on the understanding that academic knowledge and traditional knowledge have the same degree of legitimacy, it is the role of the academy to make use of its symbolic capital in favor of issues experienced by groups in vulnerable situations. More specifically, we intend to investigate what are the limits of the food issue as a transversal theme and a knowledge dialogue generator in politics, history, gastronomy, education, ecology, physics, chemistry, etc., currently separated by fragmentation and hierarchy of academic knowledge and power relations.
    keywords: almeida; citizenship; culture; curriculum; ecology; education; freire; global; http://nitinat.library.ubc.ca/ojs/index.php/tci; inquiry; knowledge; moraes; new; perspective; planetary; projects; signifier; university; university curriculum; world
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        item: #68 of 203
          id: tci-188189
      author: Carvalho, Janete Magalhães; da Silva, Sandra Kretli; Delboni, Tânia Mara Zanotti Guerra Frizzera
       title: The Power of Affections in the Curriculum Discursive Practices: Possibilities of the Development of a Relationship-Curriculum
        date: 2016-07-31
       words: 5791
      flesch: 55
     summary: Which motions from students’ bodies increase life power, influencing the development of a curriculum that comes from the relationship with someone else? How can school everyday life be problematized as a possible field for micro- political power produced in encounters, affects and affections?
    keywords: affects; art; body; curriculum; knowledge; life; power; relationship; school; students
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        item: #69 of 203
          id: tci-188285
      author: Barrón Tirado, María Concepción; Diaz Barriga, Frida
       title: Curriculum Management and the Role of Curriculum Actors
        date: 2017-01-16
       words: 11749
      flesch: 38
     summary: This is why the analysis of curriculum management means identifying the interactions that are established between what belongs to the educational sphere (educational change policies and curriculum model) and the practices of participants in a living, dynamic reality in which the aspiration is to give sense and realization to curriculum. According to Castro (2005, p. 14), “the inclusion of curriculum management as a new construct allows to conceive the school duty in its essence, its objective”5, since it involves a more comprehensive and systemic approach to the curriculum processes and to educational change.
    keywords: actors; barriga; barrón; change; contents; curriculum; curriculum inquiry; curriculum management; del; díaz; díaz barriga; education; http://nitinat.library.ubc.ca/ojs/index.php/tci; institution; new; policies; practices; processes; project; school; social; students; teachers; teaching; tirado
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        item: #70 of 203
          id: tci-188312
      author: Hoyt, Mei Wu
       title: Understanding the Process of Internationalization of Curriculum Studies in China: a Case Study
        date: 2016-07-31
       words: 9428
      flesch: 41
     summary: These scholars have had a considerable impact on the shape and direction of Chinese curriculum studies. Their aspiration is to promote internationalization through cross-cultural cooperative research and introduce cultural wisdom to the world (Zhang, Zhang, & Pinar, 2014), Over the years, this university’s research team has played a central role in the following: initiating complicated conversations about curriculum studies both within and outside of China by introducing international curriculum works into Chinese curriculum studies, organizing emerging curriculum scholars to venture out of China, involving graduate students in international work, inviting local school teachers to participate in international dialogues, and voicing their own visions of Chinese curriculum reform.
    keywords: china; chinese; cultural; curriculum; curriculum studies; dialogue; internationalization; new; pinar; process; research; scholars; understanding; work
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        item: #71 of 203
          id: tci-188359
      author: Coe, Heather Allison
       title: Towards a Curriculum of the Heart: Thinking, Growing, Feeling, and Connecting in Contemporary Education
        date: 2017-01-16
       words: 7042
      flesch: 58
     summary: Contemporary curriculum in thought and action. Thinking, Growing, Feeling, and Connecting in Contemporary Education Heather Allison Coe1 Queen’s University, Canada Introduction Over the past century, curriculum and educational scholars have presented and debated various conceptions of curriculum (Schiro, 2008).
    keywords: children; curriculum; education; experiences; health; heart; learning; new; school; students
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        item: #72 of 203
          id: tci-188427
      author: Lopes, Alice Casimiro
       title: What are we meaning by Curriculum?
        date: 2016-07-31
       words: 877
      flesch: 54
     summary: From the question “what are the tasks of Curriculum scholars for the 21st century?”, theme posed for the 5th IAACS (International Association for the Advancement of Curriculum Studies) Mei Wu Hoyt tries to answer the questions: What forces mobilize or sustain the process of the internationalization of Curriculum studies in this local context?
    keywords: curriculum; meaning; studies
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        item: #73 of 203
          id: tci-188553
      author: Alcântara, Caio M. G.; Linhares, Ronaldo Nunes; Ramos, Fernando; Loureiro, Maria José
       title: ICT Assessment in Teaching: Suggested Indicators for Brazilian and Portuguese Teachers
        date: 2017-01-16
       words: 6235
      flesch: 42
     summary: ICT present in lesson plans and some types of formative assessment and summative programs Lesson plans that include ICT education: word processors, web browsers, e-mails, blogs, weaks and other emerging Technologies Ability to network Use of virtual learning environments 1. It is noteworthy that the same questions were reproduced at Brazilian teachers, but directed to PROUCA.
    keywords: assessment; brazil; education; evaluation; ict; indicators; learning; practices; students; teachers; teaching; technology; use; wich
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        item: #74 of 203
          id: tci-188644
      author: Craveiro, Clarissa; Aguiar, Felipe
       title: Teacher Training Curriculum Policies in Brazil: Possibilities of Wordsmith Tools
        date: 2017-01-16
       words: 5302
      flesch: 50
     summary: Linguística de Corpus. Pesquisa em Linguística de Corpus com WordSmith Tools Tools.
    keywords: analysis; corpus; curriculum; education; field; research; teacher; texts; tools; wordsmith
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        item: #75 of 203
          id: tci-188678
      author: Wang, Wanying
       title: Currere, Subjective Reconstruction and Autobiographical Theory
        date: 2017-12-28
       words: 17737
      flesch: 58
     summary: (Pinar, 2011, p. 41) Curriculum as complicated conversation takes people far beyond the conception that curriculum is simply a body of academic knowledge separated from us who study it; on the contrary, curriculum as a conversation emphasizes the ongoing reconstruction of knowledge-- subjective reconstruction of academic knowledge and life experience which courses through one’s life. The concept of currere emphasizes the interaction between academic knowledge and life experience.
    keywords: autobiography; chinese; culture; currere; curriculum; educational; experience; http://nitinat.library.ubc.ca/ojs/index.php/tci; individual; inquiry; knowledge; life; new; pinar; research; self; study; subjectivity; understanding; wang; world
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        item: #76 of 203
          id: tci-188984
      author: Lopes, Alice Casimiro
       title: Curriculum: Different Questions, Different Translations
        date: 2017-01-16
       words: 475
      flesch: 43
     summary: When we investigate already known objects in a new discursive context, at the same time, new objects and subjects are created. Heather Coe, on the other hand, discusses curriculum conceptions, aiming at the construction of the curriculum of the heart.
    keywords: curriculum
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        item: #77 of 203
          id: tci-188989
      author: Lopes, Alice Casimiro
       title: Peer Review Process
        date: 2017-01-16
       words: 160
      flesch: 24
     summary: a 2016 Stats and Reports Issues Published: 06 Total submissions: 35 Reviewed: 35 Accepted (with revisions or not): 26 Declined: 28% Reviewers Alice Casimiro Lopes State University of Rio de Janeiro Brazil Alicia De Alba National Autonomous University of Mexico Mexico Carlinda Leite University of Porto Portugal Elizabeth Macedo State University of Rio de Janeiro Brazil Francisco Sousa University of Açores Portugal Frida Díaz Barriga Arceo National Autonomous University of Mexico Mexico Maria Luiza Sussekind Federal University of the State of Rio de Janeiro Brazil Peter Appelbaum Arcadia University USA Preciosa Fernandes University of Porto Portugal Maria Elizabeth Bianconcini de Almeida Pontifical Catholic University of São Paulo Brazil Myriam Southwell National University of La Plata Argentina Raquel Goulart Barreto State University of Rio de Janeiro Brazil Stavroula Philippou University of Cyprus Cyprus Wenjun Zhang Zhejiang University China TO CITE
    keywords: mexico; university
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        item: #78 of 203
          id: tci-189000
      author: Huynh, Phuong Mai
       title: Reflection on Wisdom that Responds to Market Logic of David G. Smith
        date: 2017-12-28
       words: 4600
      flesch: 61
     summary: I will also include my personal thoughts about the needs of balancing internal life and external life so as to develop Smith’s arguments further in the field of curriculum studies. As Smith notes, we cannot escape our circumstances, we need to “find new life in the middle of our circumstances” (p. 50).
    keywords: curriculum; life; logic; market; nature; self; smith; wisdom
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        item: #79 of 203
          id: tci-189307
      author: Hernández, Carola; Benítez, Milena; Flores, Irma Alicia
       title: Transformation of Teachers as Active Agents in Curriculum Building
        date: 2017-12-28
       words: 8179
      flesch: 48
     summary: Thus, by sharing with other teachers, identifying similarities in their ways of participation, in the understanding of the curriculum, public policy and their relation with these concepts, teachers were empowered in the topics under study and realized they are likely to build the curriculum: Second, other curricular perspectives, as the procedural or practical (in which teachers are the ones who make decisions about the curriculum and use formative evaluation to research the effectiveness of their designs) or the critical perspective (in which the curriculum is seen in turn as a device for social reproduction and a tool for social change in the hands of the teachers) are not recognized by Colombian teachers, restraining their action in relation to curricular autonomy.
    keywords: 40x40; course; curriculum; education; hernández; interview; learning; perceptions; policy; relation; school; teachers; transformation
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        item: #80 of 203
          id: tci-189931
      author: Morelli Gasó, Silvia Teresa
       title: Dialogues and Circumstances as Unavoidable Topics in Curriculum Field
        date: 2017-12-28
       words: 5773
      flesch: 51
     summary: Transnational Curriculum Inquiry 14 (1-2) http://nitinat.library.ubc.ca/ojs/index.php/tci <access date> Dialogues and Circumstances as Unavoidable Topics in Curriculum Field Silvia Morelli1 National University of Rosario, Argentina Introduction The twenty-first century offers a new twist for curriculum field. Looking at the international dialogue for curriculum field in the twenty-first century, she says:
    keywords: alba; american; circumstances; curriculum; dialogues; field; latin; new; pinar; studies; teaching
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        item: #81 of 203
          id: tci-189932
      author: Johnson Mardones, Daniel F.
       title: Internationalization and "Pensamiento Curricular Latinoamericano"
        date: 2017-12-28
       words: 4504
      flesch: 47
     summary: In the intellectual production of Latin American curriculum scholars, this wave of internationalization has been termed “acculturation” (Garcia-Garduño, 2011), an act of “cultural imperialism” 3(Barriga & Garcia-Garduño, 2014, p. 11), the introduction of the “U.S. industrial pedagogy” (Díaz-Barriga, 1984), the beginning of the influence of the “educational technology” expressed for instance in Tyler’s work (Magendzo, Abraham & Lavín, 2014, p. 176), and the technical curriculum (Montoya-Vargas, 2014). A Final Remark Grounding my understanding of internationalization as a dimension of the field of curriculum here by juxtaposing the historical development of the field in the United States in relation to Latinoamérica, I would like to suggest again that the next step to building an international field of curriculum studies is enlarging the conversation beyond its Anglo-Saxon and European influences.
    keywords: american; barriga; curriculum; field; internationalization; pinar; studies
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        item: #82 of 203
          id: tci-189933
      author: Barrón, Concepcion
       title: Chiaroscuros in Curricular Innovations: between Desire and Reality
        date: 2017-12-28
       words: 4969
      flesch: 33
     summary: One could state that there is no single meaning related to educational innovation, as well as recognize a lack of theoretical framework sufficiently developed and shared. Not all changes and improvements necessarily mean educational innovation, so one would have to ask: under what conditions or under what circumstances should educational innovation take place?
    keywords: barrón; competencies; curricular; educación; education; innovation; para; right; social; students
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        item: #83 of 203
          id: tci-189966
      author: Furlán, Alfredo; Rios, Julio U.
       title: Theorizing the Curriculum
        date: 2017-12-28
       words: 5232
      flesch: 43
     summary: From this standpoint, universities’ plans and curricula do not strictly integrate existing innovations, these are directly responsible for the inadequate Furlán & Rios. The standards imposed on plans and curricula, even in their most recent versions, can lead to a subjugated teacher (Pinar, 2014): subject to the fulfillment of certain criteria while being forced to present alternatives that favor learning.
    keywords: curriculum; education; furlán; learning; pinar; social; teachers; teaching
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        item: #84 of 203
          id: tci-189967
      author: Gallardo-Gutiérrez, Ana Laura
       title: The Culture and the Mexican Basic Education Curriculum
        date: 2017-12-28
       words: 2043
      flesch: 38
     summary: In the previous discussion in which this reflection is placed, its intention is to warn the existence of cultural differences that the national curriculum of Mexican basic education cannot subvert. Particularly, this paper addresses the curriculum as an educational policy in the field of Mexican basic education, exchanging a discussion on culture.
    keywords: culture; curriculum; education; knowledge; miscegenation; racism
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        item: #85 of 203
          id: tci-189968
      author: Badilla Chavarría, Leda; Montoya Sandí, Sugey; Zúñiga Arrieta, Sandra
       title: The Self-Assessment Processes in Reacredited Education Careers: Trends for Curricular Change
        date: 2017-12-28
       words: 3257
      flesch: 47
     summary: Consolidando el sistema de calidad de la Educación Superior en Panamá” August, 4th, 2016. la acreditación para la garantía de la calidad ¿Qué está en juego?
    keywords: assessment; costa; curriculum; educación; education; processes; rica; self
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        item: #86 of 203
          id: tci-189969
      author: Pérez-Arenas, David
       title: From Problematization to Reconfiguration of Curricular Design and Evaluation in Mexico (Postgraduate Courses in Education in Mexico: Case of ISCEEM)
        date: 2017-12-28
       words: 4919
      flesch: 35
     summary: A paradoxical thing is that, while new curricular proposals of institutions such as ISCEEM underline the importance of formation for research, in research and towards research, and they recover experiences of other programs or institutions as it happened with the tutorial of the postgraduate course in education at UNAM, the new characteristics of such programs have had a great expansion in recent years, derived from the increase of demand and the strain that the new modalities of formation and graduation mean. The seminar Curriculum Siglo XXI has set in motion many contributions that allowed to move from problematization to the definition of alternatives for curricular intervention (Orozco & Ángulo, 2007) which can be drawn up from analytical categories that have influenced the design, analysis and/or curricular evaluation of the programs of institutions to which the members of the seminar are adscribed.
    keywords: arenas; curricular; design; education; evaluation; méxico; postgraduate; programs; social
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        item: #87 of 203
          id: tci-189970
      author: Paulozzo, Marina
       title: The CONEAU and its Influences on the Process of Curriculum Design in Argentine Universities
        date: 2017-12-28
       words: 2820
      flesch: 33
     summary: 786/09 Aeronautic Engineer; Food Engineer; Environmental Engineer; Civil Engineer; Electrical Engineer; Electromechanical Engineer; Electronic Engineer; Engineer in Materials; Mechanical Engineer; Mining Engineer; Nuclear Engineer; Oil Engineer, and Chemical Engineer | RM Nº 1232/01 Surveyor Engineer and Industrial Engineer | RM Nº 1054/02 | RM Nº 13/04 Biomedical Engineer and Bioengineer | RM Nº 1603/04 Metallurgical Engineer RM Nº 1610/04 Telecommunications Engineer | RM Nº 1456/06 Agricultural Engineer RM Nº 334/03 The directionality arises from the improvement plans that are funded by the State in the case of national universities.
    keywords: accreditation; coneau; engineer; rm nº; university
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        item: #88 of 203
          id: tci-189971
      author: Southwell, Myriam
       title: School and Future: Failed Interpellations
        date: 2017-12-28
       words: 6359
      flesch: 48
     summary: School translates social inequality with clues that reproduce hierarchies and long-standing school classification systems, especially in relation to the old elitism of secondary schools, but that are updated and renewed with other languages. In that sense, there is a consideration of the inferior condition of the new social subjects who entered secondary school in the last decade and is expressed in a construction of an opposition: they, young people, new students and a we: the adults, who were already here.
    keywords: buenos; education; future; interpellation; model; people; school; social; southwell; students; subjects
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        item: #89 of 203
          id: tci-189972
      author: Angulo Villanueva, Rita Guadalupe
       title: The Young People as Subjects of the Curricular Overdetermination
        date: 2017-12-28
       words: 5551
      flesch: 50
     summary: This context in its gestation and development throughout 60 years has put social subjects in circumstances of increasing self-helplesness and vulnerability (Bauman, 2004), circumstances to which some respond with disbelief, others with fear, and some others with a defiant attitude like the young. Finally, I would like to consider that the Mexican social structure is constantly transformed and in imbalance, social identities don´t achieve to be fully fixed (Laclau, 1987).
    keywords: angulo; curriculum; identity; logic; people; social; structure; subjects; world; young
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        item: #90 of 203
          id: tci-189996
      author: Orozco Fuentes, Bertha
       title: Curricular Change as a Generating Category, on Approval in Designing or Redesigning Practives in Educational Reform Contexts
        date: 2017-12-28
       words: 4551
      flesch: 36
     summary: Category: complexity of curricular change, observation device from the adviser's perspective The complexity category of the curricular change is a construct that we have used in the curricular advisory processes to rebuild the problematic field of curricular change processes (Orozco, 2007, 2015) as an alternative operational tool to the educational reform prescriptions. Next, we present a theoretical cutting tool that we use to analyze the processes of curricular change in counseling experiences in the last two decades.
    keywords: change; curricular; design; education; méxico; orozco; processes; proposals; reform; way
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        item: #91 of 203
          id: tci-190009
      author: De Alba, Alicia
       title: Curriculum Theories in the World – Worlds
        date: 2017-12-28
       words: 2271
      flesch: 50
     summary: 8 In his paper, yesterday, Willlan Pinar (2016) has been pointed several points in the world – word where there are importan fhigts related with curriculum theories and its importance and impact. From Latin American7 – and others important points in the world – worlds8 –, it have been settled other theories which core is guided for the political and cultural character of the curriculum.
    keywords: curriculum; social; theories; theory; world
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        item: #92 of 203
          id: tci-190010
      author: Yapu, Mario
       title: On the Subject of Educational Policies and Curriculum Transformation in Bolivia
        date: 2017-12-28
       words: 2800
      flesch: 49
     summary: It is sometimes said that the subjects (children, Indians, women or others) were absent from education policies. On the subject of educational policies and curriculum transformation in Bolivia.
    keywords: bolivia; curriculum; education; knowledge; new; policies; yapu
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        item: #93 of 203
          id: tci-190042
      author: Lopes, Alice Casimiro; Gallardo Gutiérrez, Ana Laura
       title: Curriculum: Voices, Tensions and Perspectives
        date: 2017-12-28
       words: 1537
      flesch: 44
     summary: In her presentation at the Colloquium, one of us (Lopes, 2016) problematized the possibility of nominating Latin American curricular community as a fullness identity. We construct what Latin American curricular community is, when we constructs Latin American curricular field.
    keywords: american; community; curriculum; latin; lopes
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        item: #94 of 203
          id: tci-190071
      author: Silva, Heslley Machado; Mortimer, Eduardo Fleury; Díaz, Martín Andrés; Belloso, Gabriela Varela; Carvalho, Graça S.
       title: Biological Evolution in Curricula of Countries with Different Links between State and Religion
        date: 2018-11-07
       words: 11594
      flesch: 42
     summary: Secondary school and teacher training course curricula often have gaps in biological evolution contents, and even when they do not have such gaps, the teachers' conceptions and representations are influenced by their personal beliefs that tend to influence significantly what is taught about in the classroom. It has been difficult to define and implement secondary education curricula in Argentina promoted by the national government due to the previously mentioned Provinces decentralization and autonomy.
    keywords: argentina; biology; brazil; carvalho; contents; countries; curriculum; education; evolution; inquiry; national; origin; religion; school; science; silva; state; study; teachers; teaching; uruguay; years
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        item: #95 of 203
          id: tci-190311
      author: Carvalho, Janete Magalhães; Lourenço, Suzany Goulart; Roseiro, Steferson Zanoni
       title: The Field of Curriculum Studies in the Journal Transnational Curriculum Inquiry (TCI) as an Effect of the Relations between Knowledge and Power:: Science, Counter-Science, Anti-Science?
        date: 2018-11-04
       words: 8204
      flesch: 38
     summary: Still in relation to the institutional origin, the authors of TCI articles observe the presence of authors of national origin different from the institutional one.8 We have: four Chinese authors, one in the USA, California State University Long Beach (No. 8, 2011), another in Luxembourg at the University of Luxembourg (No. 10, 2013), a third in Canada at the University of British Columbia (No. 12, 2015) and a quarter in the USA at the University of North Texas (No. 13, 2016); two authors with Korean descent in the USA, one at Oklahoma State University (No. 9, 2012) and one at the University of Wyoming (No. 10, 2013); an Indian author in Canada at Mouny Saint Vicent University (No. 9, 2012). Questioning with Foucault and Pinar, if any institutionalized discourse presupposes as foundation a universal system based on the logic of exclusion, we inquire: Does TCI proposes the deconstruction of the epistemological discursive incorporations of an official culture, pointing out, as necessary, the listening with attention of the alterity, in the movement of production of curriculum knowledge?
    keywords: articles; authors; curriculum; curriculum studies; field; foucault; http://nitinat.library.ubc.ca/ojs/index.php/tci; inquiry; knowledge; studies; tci; transnational; university
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        item: #96 of 203
          id: tci-190718
      author: Raisinghani, Latika
       title: World of Technology:: Better or Blinding?
        date: 2018-11-04
       words: 7995
      flesch: 48
     summary: And this seems to be the case not only in the U.S. but in many other countries also where schools are asked by the government agencies to incorporate educational technology as part of an instructional shift within the context of school improvement (Fox & Henri, 2005; Pelgrum, 2001). The relationship between educational technology and student achievement in mathematics.
    keywords: children; curriculum; education; ferneding; humanity; inquiry; life; n.d; new; november; people; pinar; raisinghani; school; students; technology; world
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        item: #97 of 203
          id: tci-191028
      author: Vera Cruz, Anne Clarice
       title: A Framework for Cross-Cultural Curriculum Development
        date: 2018-11-06
       words: 7678
      flesch: 40
     summary: Curriculum Development Process While the discussion on ethical cross-cultural curriculum development provides perspective and new boundaries for what is possible, theories of curriculum development can practically illuminate pathways for its instantiation. As a result, the praxis of cross-cultural curriculum development in this context must reflect these restraints, and must implicitly and explicitly reflect its values and purpose.
    keywords: context; countries; culture; curriculum; curriculum development; development; education; framework; knowledge; learning; new; power
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        item: #98 of 203
          id: tci-191046
      author: Nhantumbo, Hermínio Ernesto; Pereira, Talita Vidal
       title: When the Nation Kills the Tribe:: The Paradox of a School Curriculum Suitable for All
        date: 2018-11-04
       words: 5182
      flesch: 43
     summary: Macedo (2006) provided us with the concept of school curriculum as a cultural enunciation practice, she supports this understanding about school curriculum based on Bhabha’s (1994) reflections about culture, who denies the idea of a culture limited to itself, of a culture free from the contamination of other cultures and from the global cultural. According to this viewpoint, the slogan “Killing the tribe to build the Mozambican nation” guided school curriculum policies after the national independence in June 25, 1975.
    keywords: culture; curriculum; education; identity; language; moçambique; nation; new; school; tribe
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        item: #99 of 203
          id: tci-191060
      author: Uljens, Michael
       title: A Contribution to Re-theorizing Curriculum Research
        date: 2018-11-15
       words: 11501
      flesch: 42
     summary: Expressed differently, if curriculum theory would be limited to theorizing human growth (Bildung) and how this growth is related to pedagogical activity on an interpersonal level, then such a theory would be insufficient as it is reasonable to expect that curriculum research also aim at understanding politically driven national curriculum reforms and their transnational dimensions. Much research in different parts of the world have made a number of critical observations regarding theory development in curriculum research and Didaktik (e.g. Deng, 2013; Green, 2018; Young, 2013; Paraskeva & Steinberg, 2016; Priestley, 2011; Pinar, 2015; Henderson, Castner & Schneider, 2018).
    keywords: activity; curriculum; curriculum research; education; freedom; https://ojs.library.ubc.ca/index.php/tci/index; individual; leadership; recognition; research; self; summons; theorizing; theory; uljens; world
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        item: #100 of 203
          id: tci-191061
      author: Uljens, Michael
       title: Non-affirmative Education Theory and Discursive Institutionalism as Possibilities for Curriculum Research: Foreword to a Special Issue
        date: 2018-11-15
       words: 1372
      flesch: 28
     summary: Non-affirmative education theory and discursive institutionalism as possibilities for curriculum research - This special issue aims at advancing curriculum research in a transnational perspective by the help of both a critical, Bildung centered, non-affirmative education theory (eg. Benner, 2015; Uljens, 2001; Uljens & Ylimaki, 2017) and discursive institutionalism (e.g. Schmidt, 2008; Nordin & Sundberg, 2018; Wahlström & Sundberg, 2018).
    keywords: curriculum; education; institutionalism; theory
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        item: #101 of 203
          id: tci-191062
      author: Nordin, Andreas
       title: The Idea of Distance in Data-driven Curriculum Policy Making:: A Productive Critique
        date: 2018-11-16
       words: 6917
      flesch: 43
     summary: New scalar politics: Implications for education policy. The differential impact of the PISA rating and ranking on education policy in Germany and the US.
    keywords: curriculum; curriculum policy; data; distance; education; https://ojs.library.ubc.ca/index.php/tci/index; idea; making; nordin; policy; policy making
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        item: #102 of 203
          id: tci-191065
      author: Lopes, Alice Casimiro
       title: “I prefer not to accept it”:: Curriculum and Resistance
        date: 2018-11-07
       words: 850
      flesch: 63
     summary: This kind of refusal or resistance can be read in different ways, including as a problematic and weak nihilism (and I do not agree with this because nothing is so simple). “I prefer no to” implement: Curriculum and resistance Transnational Curriculum Inquiry 15 (1) http://nitinat.library.ubc.ca/ojs/index.php/tci <access date> “I prefer not to accept it”: Curriculum and resistance Alice Casimiro Lopes1 State University of Rio de Janeiro, Brazil Bartleby, the character of Herman Melville, and his famous pronouncement - I prefer not to - are important to understand the political power of unwillingness without violent confrontation.
    keywords: bartleby; curriculum
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        item: #103 of 203
          id: tci-191089
      author: Tahirsylaj, Armend
       title: Curriculum Reform as a Political Statement in Developing Contexts:: A Discursive and Non-affirmative Approach
        date: 2018-11-16
       words: 7393
      flesch: 36
     summary: Methodological approach The article employs document discourse analysis to address three research questions: first, to what extent does 2011 curriculum framework in Kosovo offer opportunities to students to develop learning competencies?; second, how do Kosovo teacher education programmes preparing mathematics teachers cover learning competencies?; and third, what are opportunities for Kosovo students to master learning competencies in Grades 6 and 10 Kosovo mathematics school curriculum? Learning competencies in latest Kosovo National Curriculum Framework and educational policies The Kosovo Curriculum Framework (KCF) for Pre-University Education in the Republic of Kosovo (MEST, 2011) is an umbrella document that stipulates first, the overall role, function, and structure of the curriculum, and second, the implementation of the reforms contained therein.
    keywords: competencies; competency; curriculum; education; framework; kosovo; learning; mathematics; new; policy; reform; students
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        item: #104 of 203
          id: tci-191090
      author: Hardy, Ian; Uljens, Michael
       title: Critiquing Curriculum Policy Reform in Finland and Australia:: A Non-affirmative, and Praxis-oriented Approach
        date: 2018-11-21
       words: 17815
      flesch: 35
     summary: Critiquing Curriculum Policy Reform 58 Transnational Curriculum Inquiry 15 (2) 2018 https://ojs.library.ubc.ca/index.php/tci/index understand national curriculum development in the context of global conditions, and how nation-states respond, adapt and position themselves in relation to these global processes. Critiquing curriculum policy reform in Finland and Australia:
    keywords: approach; australia; context; curriculum; curriculum inquiry; curriculum policy; curriculum reform; development; education; finland; finnish; https://ojs.library.ubc.ca/index.php/tci/index; learning; national; processes; reform; relation; school; students; uljens
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        item: #105 of 203
          id: tci-191311
      author: Lohaus-Reyes, María Francisca
       title: Curricular Decolonization from Epistemologies of Diversity
        date: 2019-09-17
       words: 3982
      flesch: 42
     summary: Those misunderstandings between the different curriculum levels appear to be subjected to a cultural racism -a colonial matrix- which invisibilizes other knowledges and ways of conceiving the world under biased conceptions of what is considered valid as knowledge, science and history (Quijano in Mignolo, 2006). The resignification plays, therefore, a key role when collective knowledge in education is constructed from a new paradigm that considers the social and geographical context where it is developed and to include in this process the diverse actors involved.
    keywords: access; curriculum; deaf; decolonization; education; https://ojs.library.ubc.ca/index.php/tci/index; knowledge; reality; world
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        item: #106 of 203
          id: tci-191319
      author: Carlachiani, Camila
       title: The Curricular Policies and How they are Translated in Secondary Education:: An Analysis Based on Post-critical Theories
        date: 2019-09-17
       words: 11117
      flesch: 50
     summary: Thus, the intention of this advance is to analyze, from post-critical perspectives, how the curricular devices developed in secondary schools result from translation processes from the supra to the institutional micro-level (Stirling Network for Curriculum Studies, 2016). It is proposed as a general objective to analyze how institutional curricular devices are designed and developed in secondary schools based on translation processes of curricular policies.
    keywords: access; analysis; carlachiani; curricular; date; del; educación; education; https://ojs.library.ubc.ca/index.php/tci/index; inclusion; inquiry; institutional; knowledge; level; new; policies; practices; school; social; students
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        item: #107 of 203
          id: tci-191715
      author: Oliveira, Anna Luiza A. R. Martins de; Oliveira, Gustavo Gilson de
       title: Curriculum Policies of Gender and Sexuality in Brazil: Between Biomedical, Socio-Juridical and Neoconservative Discourses
        date: 2019-09-17
       words: 12750
      flesch: 45
     summary: If we associate the schooling process to children and young people’s bodies discipline, we will notice that sexual education has found its privileged place in school since very early. In addition to that, sex education returned to schools, because of the strengthening of the feminist movements, which have claimed for sexual education, and because of the debate about the reality of women as part of the project to fight for the redemocratization of Brazil.
    keywords: access; brazil; curriculum; curriculum policies; date; device; discourses; education; educação; field; gender; https://ojs.library.ubc.ca/index.php/tci/index; inquiry; lgbt; logics; national; new; oliveira; policies; reality; regime; rights; sexuality; social
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        item: #108 of 203
          id: tci-191956
      author: Borges, Veronica; Craveiro, Clarissa Bastos; Cunha, Viviane Peixoto
       title: Curricular Centralization Policy in Brazil: A Discursive Perspective on Academic Researches
        date: 2019-09-17
       words: 7945
      flesch: 46
     summary: Curricular centralization policy in Brazil: A discursive perspective on academic researches. Regarding educational policies, we had technocratic reforms and, as far as curricular policies are concerned, these reforms could also be felt in the academic production about curriculum that argues that values such as national and common character should be valued.
    keywords: bncc; borges; brazil; centralization; craveiro; cunha; curricular; currículo; education; educação; https://ojs.library.ubc.ca/index.php/tci/index; lopes; macedo; national; policies; policy
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        item: #109 of 203
          id: tci-192012
      author: Costa, Hugo Heleno Camilo
       title: Curriculum, Context and Otherness
        date: 2019-09-17
       words: 7956
      flesch: 43
     summary: Such knowledge is assumed to be capable of enabling access to supposed “true meanings about the physical and social world” (Brazil, 1998, p. 27), knowledges considered competent to the formation of subjects capable of analyzing and producing solutions, of orienting to correct decision in the face of challenges, to provide adaptability to new situations (Brazil, 1998, p.27).The acquisition of such knowledge is defended as fundamental to the production of subjects by the school and through disciplinary knowledge. For this, Dewey's (1959) progressivism uses a set of propositions to ensure the development of an education articulated with the common social experience in school contexts.
    keywords: brazil; context; curriculum; derrida; https://ojs.library.ubc.ca/index.php/tci/index; knowledge; lopes; macedo; meaning; otherness; perspective; production; school; subject; world
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        item: #110 of 203
          id: tci-192085
      author: Lopes, Alice Casimiro
       title: Is there a Curriculum Path?
        date: 2019-09-17
       words: 841
      flesch: 61
     summary: 2 Transnational Curriculum Inquiry 16 (1) 2019 https://ojs.library.ubc.ca/index.php/tci/ centralization has been approached by discursive researches and how the discursive perspective helps us to challenge the current hegemonic model of curricular policy without establishing a normative closure (Veronica Borges, Viviane Peixoto Cunha, from State University of Rio de Janeiro, and Clarissa Craveiro, from Federal University of Rio de Janeiro, Brazil); the third one analyzes the trajectory of the curriculum policies of gender and sexuality in Brazil (Gustavo Oliveira and Anna Luiza Oliveira, from Federal University of Pernambuco, Brazil); the fourth article tries to deconstruct the horizons that permeate curricular thinking in a metaphysical register (Hugo Heleno Camilo Costa, from Federal University of Mato Grosso, Brazil) and the last one tries to deal with the epistemological basis proposed by Latin American authors of the decolonization and Deaf studies (María Francisca Lohaus-Reyes, University of Chile). However, we can try to think about curriculum policies in a different way.
    keywords: curriculum; future; path
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        item: #111 of 203
          id: tci-192086
      author: Wang, Wanying
       title: Toward an Understanding of Attunement as an Autobiographical Theory of Education
        date: 2020-08-11
       words: 7845
      flesch: 54
     summary: Thus, curriculum of attunement places oneself at the center of exploration, using one’s autobiography as a thriving centerpiece from which to extend, contemplate, interpret and teach. Toward an understanding of attunement as an autobiographical theory of education, Transnational Curriculum Inquiry 17 (1) p. 3
    keywords: attunement; experience; https://ojs.library.ubc.ca/index.php/tci/index; life; self; sense; sensitivity; story; understanding; world
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        item: #112 of 203
          id: tci-192290
      author: Craveiro, Clarissa; Strong-Wilson, Teresa
       title: We are not Alone the Subject of Teachers and the Auto/biographical in Curriculum Studies
        date: 2019-12-07
       words: 1319
      flesch: 49
     summary: In line with Maxine Greene’s as well as Ted Aoki’s commitment to teachers, as well as those who like Lawrence Stenhouse saw the classroom as a central site for curriculum experimentation, the teacher is a central contributor to complicated curriculum conversations. It is in the present highly politically charged context fixated on standards and assessment that we have found ourselves returning to autobiography as a place to think, and rethink, the relations between power, difference, alterity and subjectivity on the part of teachers and within classrooms; more specifically, we wished to invite authors to engage with, and bring into academic debate, multiple aspects of the auto/biographical in teacher identity and practice -on any aspect of auto/biography that they thought might permeate, illuminate, provoke, or concern this subject, which the contributing authors have, with essays that range widely in how they engage with the auto/biographical.
    keywords: auto; biographical; curriculum; pinar; teachers
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        item: #113 of 203
          id: tci-192291
      author: Saada, Jessica
       title: A Place to Think
        date: 2019-12-07
       words: 6206
      flesch: 59
     summary: A place to think 5 Transnational Curriculum Inquiry, 16 (2) 2019 https://ojs.library.ubc.ca/index.php/tci/index <access date> my milieu, I was expected to carry the torch of the educational revolution, yet no one was asking how I - a still personally unavowed teacher now required to support other teachers through the upheaval - considered the plans and was experiencing their implementation. My parents were both teachers in my early years (my mother retired after 41 years of working in schools).
    keywords: curriculum; inquiry; journey; place; school; self; stories; teachers; teaching
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        item: #114 of 203
          id: tci-192292
      author: Bausell, Sarah Byrne
       title: We Were Taught to Colonize with Literature: A Pedagogical Memoir
        date: 2019-12-07
       words: 3671
      flesch: 66
     summary: We were taught 16 Transnational Curriculum Inquiry, 16 (2) 2019 https://ojs.library.ubc.ca/index.php/tci/index <access date> Pinar and Grumet, into the work of teacher education as a counter-response to present times and as a gesture towards the never-ending work of learning to teach well. This speaks to the problem of unexamined whiteness in teaching and teacher education and associated misuses and abuses of anti-colonial literature in curriculum.
    keywords: dub; https://ojs.library.ubc.ca/index.php/tci/index; humanities; listening; love; teacher; teaching; work
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        item: #115 of 203
          id: tci-192293
      author: Craveiro, Clarissa
       title: Autobiography and Discourse Theory: Deconstructing Discourses of Curriculum Policies of Teacher Formation in Brazil
        date: 2019-12-07
       words: 4775
      flesch: 47
     summary: However, I also emphasize that at this moment, it is not the main intention of our research to deepen the studies of teacher identity, even though it is a central aspect of autobiographical studies in the field of teacher education. Urged to think about teacher education policies and the repercussions of curricular centralization proposals for schools and teacher education (Craveiro & Ribeiro, 2017), we have been considering ways to deconstruct reforms that signal the closure of plural contexts.
    keywords: craveiro; curriculum; discourses; discursive; education; identity; process; school; teacher
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        item: #116 of 203
          id: tci-192294
      author: Lewkowich, David
       title: Experiments in Creative Remembering: Towards a Theory of Adolescent Anamnesis in Teacher Education
        date: 2019-12-07
       words: 1969
      flesch: 42
     summary: Experiments in creative remembering 35 Transnational Curriculum Inquiry, 16 (2) 2019 https://ojs.library.ubc.ca/index.php/tci/index <access date> Though no two instances of adolescent anamnesis – as I title these recursive experiments – will ever look the same, I have included examples throughout this paper from my students’ work, whose focus on feeling rather than fact underlines how remembering as anamnesis involves the development of a transhistorical and intersubjective relation to the past, which moves “alongside, opposite to and in the margins of history” (Margaroni, 2005, p. 84). However, instead of reaching to past lives, psychoanalytic anamnesis involves “the possibility of entering as far as possible into … the most distant memories of our childhood” (p. 9).
    keywords: anamnesis; past; remembering
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        item: #117 of 203
          id: tci-192295
      author: Strong-Wilson, Teresa
       title: The Question of Curriculum in Dark Times: Hannah Arendt, W. G. Sebald, and Teachers as Autobiographical Subjects
        date: 2019-12-07
       words: 8113
      flesch: 60
     summary: Two writers who have considered this question in “dark times” are Hannah Arendt and W. G. Sebald; “dark times” appears in the title of one of Arendt’s (1968) books. Arendt and Sebald both left Germany and lived largely in exile from their homeland, one (Arendt) at the beginning of what turned out to be a catastrophic sequence of events and the other (Sebald) born at the end of the Third Reich, in its wake and thus inheriting, with birth, the ‘ineradicable, inescapable, ever-recurring, hideously retrievable 1944’ that was to mark his life course (Ozick, 1996, p. 34).
    keywords: arendt; curriculum; dark; eichmann; https://ojs.library.ubc.ca/index.php/tci/index; life; new; question; sebald; story; teacher; thinking; times
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        item: #118 of 203
          id: tci-192296
      author: Sussekind, Maria Luiza; Nascimento, Stephanie
       title: Just Lingering, a Complicated Conversation
        date: 2019-12-07
       words: 5757
      flesch: 45
     summary: These elements, like capitalism, fundamentalisms, patriarchalism and colonialism, amongst others, can complicate and implicate curriculum conversations, leading us to extend the conversation to Santos, who helps us understand, in the debate of the North-South relationship, the role played by Science in reinforcing colonization movements at the university and schools and in their curricula. That became our understanding and approach to his work, drawing on Currere (Pinar, 1975) and its unfolding by the methodological- theoretical concept of complicated conversations (Pinar, 2012; Süssekind, 2014).
    keywords: conversation; curriculum; education; https://ojs.library.ubc.ca/index.php/tci/index; knowledge; life; pinar; santos; students; süssekind; teachers
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        item: #119 of 203
          id: tci-192297
      author: Phelan, Anne M.; Clarke, Matthew
       title: Autobiography, Aesthetics and Politics: Educating for World Spectatorship
        date: 2019-12-07
       words: 7138
      flesch: 52
     summary: Teacher education and the political: The power of negative thinking. This disavowal is key to understanding the depoliticizing dimension of neoliberal education that goes hand in hand with its ideological saturation.
    keywords: access; aesthetics; cello; clarke; curriculum; education; future; https://ojs.library.ubc.ca/index.php/tci/index; jones; object; painting; politics; world
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        item: #120 of 203
          id: tci-192298
      author: Janzen, Melanie
       title: Breathing Life into the Territorial Acknowledgement
        date: 2019-12-10
       words: 3902
      flesch: 52
     summary: Territorial Acknowledgements: “Pretty but Empty Words” Recently (and perhaps for much longer), Indigenous peoples, academics, and community leaders have been questioning the value of land and territorial acknowledgements altogether. It is no coincidence that the government’s promises of land for European immigrants coincided with the development of Residential Schools, which actively removed children from their homes and land, and coincided as well as with the Indian Act (1876), which was put in place to control Indigenous peoples and their movement.
    keywords: acknowledgement; colonial; curriculum; land; life; peoples; place
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        item: #121 of 203
          id: tci-192321
      author: Jupp, James C.; Delgado, Micaela González; Berumen, Freyca Calderón; Hesse, Caroline
       title: El Currículo Decolonial-Hispanófono: Un Bosquejo Preliminar y una Invitación
        date: 2020-08-11
       words: 12295
      flesch: 39
     summary: no ha llegado a su fin, porque los indios y los indio-mestizos...no han acertado a liberarse de la aparente «superioridad» y de la perversa acción política de los españoles, de los criollos, y de los criollos mestizos. Estas alternativas enfatizan la justicia social, la concientización racial, los saberes contextualizados, las economías sustentables, y la reorganización de los saberes históricos- regionales.
    keywords: berumen; bosquejo; calderón; ciudad; ciudad de; colonialidad; colonias; como; con; con la; cual; cultura; curriculum; currículo; currículo decolonial; de la; de los; de méxico; decolonial; del; delgado; dentro; diálogo; educación; eeuu; el currículo; en el; en la; en los; ensayo; esta; geo; global; gonzález; hesse; hispanófono; históricas; https://ojs.library.ubc.ca/index.php/tci/index; indígenas; inquiry; intelectual; jupp; las; latinoamérica; los; mestiza; mestizaje; méxico; new; nos; nuestro; obra; original; para; pensamiento; por; por el; por la; presente; producción; publicada; que; recursos; siglo; sino; social; sur; sus; tanto; trabajo; una; y el; y la; y los; york; época
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        item: #122 of 203
          id: tci-192428
      author: Oguanobi, Hembadoon Iyortyer
       title: Toward Decolonizing the Black and White A’nger cloth: Culture, Praxis and Hyphenated Spaces
        date: 2020-08-11
       words: 6031
      flesch: 62
     summary: Traditionally, the Tiv people had tattoos and scarification on their bodies for a variety of reasons including for self-expression, artistic freedom, personal stories, spiritual protection and identification with a particular clan. People have valuable lessons to learn from other peoples cultures.
    keywords: a’nger; cloth; culture; curriculum; https://ojs.library.ubc.ca/index.php/tci/index; inquiry; knowledge; new; oguanobi; stories; tiv; ways; york
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        item: #123 of 203
          id: tci-192679
      author: Idrissi, Hajar; Benabderrazik, Youssef
       title: (Re)Imagining the Responsible, National Citizen: Analysis of Moroccan Citizenship Education Textbooks
        date: 2020-08-11
       words: 9932
      flesch: 41
     summary: An interesting question: considering school textbooks as important means or instruments for transmitting knowledge and values to the young generation and, thus, for reproduction or transformation of the social order, in what ways does citizenship education textbook frame the nation’s deeper and hidden trajectory for citizen formation? Accordingly, the theoretical assumptions about the influence of citizenship education textbooks might be conceptualised along a continuum, which ranges from minimal (thin, narrow, content led, knowledge based) to maximal (thick, process led, inclusive, participative) interpretations (McLaughlin, 1992).
    keywords: child; citizenship; citizenship education; curriculum; development; education; grade; https://ojs.library.ubc.ca/index.php/tci/index; inquiry; issues; morocco; national; participation; rights; school; skills; society; students; studies; textbooks
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        item: #124 of 203
          id: tci-193069
      author: Fathi Vajargah, Kourosh
       title: Beyond Reconceptualization: Recontextualization/ Multicontextualization of Curriculum Studies in Iran (Toward New Curriculum Ecosystems)
        date: 2021-08-10
       words: 7906
      flesch: 38
     summary: The resistance of decision-making institutions to engage professionals and experts of curriculum discipline in such systems either in the form of recruiting graduates of the field or in the form of participation and acceptance of the views and roles of experts of the field, has seriously blocked curriculum studies in its traditional form especially in the past two decades, so that curriculum research in universities, higher education institutes, and decision-making institutions have functioned separately going without any interaction. Concentration on schools Although multicontextualization of curriculum studies refers to the re-arrangement process of curriculum discipline in emerging areas and fields, this does not imply disregarding curriculum issues in educational system and schools.
    keywords: areas; curriculum; curriculum studies; development; discipline; education; fathi; https://ojs.library.ubc.ca/index.php/tci/index; iran; new; schools; studies; system; vajargah
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        item: #125 of 203
          id: tci-193515
      author: Costa, Hugo Heleno Camilo
       title: Curriculum in International Contexts: for a Meditative Agenda to Live Without Fear
        date: 2020-08-11
       words: 3409
      flesch: 27
     summary: Massey (2005) Ashwani Kumar's book provides a unique approach to curriculum studies because curricular thinking is so closely associated with his academic career and because of the geographical considerations that underpin his interpretation of the topic. The third chapter, Curriculum Studies in Brazil: Marxism, Postmodernism, and Multiculturalism, addresses the development of curriculum studies in Brazil, emphasizing three main moments of Brazilian thought: a pre-Marxist, Marxist, and a post-Marxist.
    keywords: author; curriculum; education; global; kumar; post; studies
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        item: #126 of 203
          id: tci-193661
      author: Jupp, James C.; González Delgado, Micaela; Calderón Berumen, Freyca; Hesse, Caroline
       title: Decolonial-Hispanophone Curriculum: A Preliminary Sketch and Invitation to a South-South Dialogue
        date: 2020-08-11
       words: 12123
      flesch: 36
     summary: Inherent in the phrase “preliminary sketch,” the purpose of our essay is not to define nor to conclude the topic of decolonial curriculum, but rather, our purpose is to initiate a South-South dialogue on curricular-pedagogical resources for students, teachers, or activist educators. We advance decolonial-Hispanophone curriculum because continued decolonial work in Latin America requires the re-interpretation of historical resources, fundamental ideas, and epistemic and axiological traditions.
    keywords: american; ciudad; coloniality; curriculum; de méxico; decolonial; dialogue; global; hispanophone; historical; https://ojs.library.ubc.ca/index.php/tci/index; inquiry; latin; mestizx; méxico; new; obra; present; production; publicada; resources; sketch; social; south; work; world
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        item: #127 of 203
          id: tci-193670
      author: Lopes, Alice Casimiro
       title: Curriculum and Displaced Borders
        date: 2020-08-11
       words: 647
      flesch: 52
     summary: Transnational Curriculum Inquiry 17 (1) p. 1-2 https://ojs.library.ubc.ca/index.php/tci/index <access date> Curriculum and Displaced Borders Alice Casimiro Lopes1 State University of Rio de Janeiro, Brazil (…) For this issue, we count on the collaboration of researchers in Curriculum with birth in different countries, such as Brazil, China, India, Morocco, Mexico, Nigeria and United States, but who during their life trajectories circulate and circulated far beyond these spaces.
    keywords: brazil; curriculum
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        item: #128 of 203
          id: tci-195966
      author: Ng-A-Fook, Nicholas; Lee, Carol M.; Deri, Catherine E.; Abat-Roy, Virginie; Barrette, Johanne; Drake, Aaron Sardinha; Mya, Nyein; Luo, Xiaoling
       title: Life Writing: A Literary Métissage During A Global Pandemic
        date: 2021-09-28
       words: 10372
      flesch: 59
     summary: COVID-19 news is currently centred on variants and vaccinations. Not So Different At the risk of sounding anti-social, I have to say that life has not changed much for me since COVID-19 social distancing was put in place.
    keywords: abat; barrette; canada; covid-19; curriculum; drake; déri; fook; health; https://ojs.library.ubc.ca/index.php/tci/index; inquiry; lee; les; life; luo; march; mya; news; pandemic; people; roy; time; virus; world; writing
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        item: #129 of 203
          id: tci-195967
      author: Bell, Rachael; Downey, Adrian; Noreiga, Alicia F.; Pyrke, Courtney
       title: Speculative Fictions and Curricular Futures: Envisioning Rural Educational Utopia
        date: 2021-08-10
       words: 12170
      flesch: 56
     summary: 22 https://ojs.library.ubc.ca/index.php/tci <access date> Speculative Fictions and Curricular Futures: Envisioning Rural Educational Utopia Rachael Bell Anglophone School District North, Canada Adrian M. Downey1 Mount Saint Vincent University, Canada Alicia F. Noreiga, University of New Brunswick, Canada Courtney Pyrke University of New Brunswick, Canada Hope, futurity, and dreaming curriculum In this paper, we are particularly interested in our local, shared place—the mostly-rural Canadian province of New Brunswick.
    keywords: bell; brunswick; community; curriculum; downey; education; fictions; future; https://ojs.library.ubc.ca/index.php/tci; inquiry; learning; new; noreiga; province; pyrke; rosie; rural; school; students; time; utopia; work
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        item: #130 of 203
          id: tci-195968
      author:  Unsworth , Leslie-Anne; Namukasa, Immaculate K. ; Aryee, Kinful; Kotsopoulos, Donna
       title: Mathematics Education of Pre-Service Teachers: As Reflected in Methods Course Syllabus
        date: 2021-08-10
       words: 11614
      flesch: 42
     summary: Mathematics Education Course Syllabus 29 Transnational Curriculum Inquiry 17 (2) 2021 https://ojs.library.ubc.ca/index.php/tci/index Methods Participants Mathematics methods course syllabi (English only) for pre-service teachers were solicited from professors/instructors of mathematics teacher education courses through two listserv mailing lists: Moreover, pre-service mathematics teacher education courses that incorporate technology into the classroom may also incorporate other educational reforms into their program and thus, a high degree of current research in their pre-service teacher education course syllabi may also be evident.
    keywords: content; course; curriculum; education; https://ojs.library.ubc.ca/index.php/tci/index; knowledge; level; mathematics; mathematics education; mathematics teacher; research; syllabi; syllabus; teacher; teacher education; teaching; technology
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        item: #131 of 203
          id: tci-195994
      author: Lopes, Alice Casimiro
       title: Peer Review Process
        date: 2021-08-10
       words: 147
      flesch: 26
     summary: Alice Casimiro Lopes State University of Rio de Janeiro Brazil Ana Laura Gallardo Gutiérrez National Autonomous University of Mexico Mexico Elizabeth Macedo State University of Rio de Janeiro Brazil Clarissa Craveiro Federal Fluminense University Brazil Frida Díaz Barriga Arceo National Autonomous University of Mexico Mexico Peter Appelbaum Arcadia University USA Preciosa Fernandes University of Porto Portugal Michael Uljens Åbo Akademi University Finland Myriam Southwell National University of La Plata Argentina Maria Isabel Ramalho Ortigão State University of Rio de Janeiro Brazil Silvia Morelli National University of Rosario Argentina Teresa Strong-Wilson McGill University Canada Thiago Ranniery Federal University of Rio de Janeiro Brazil 74 ABSTRACTS VIEWS Transnational Curriculum Inquiry 17 (2) 2020 https://ojs.library.ubc.ca/index.php/tci Peer Review Process 2017
    keywords: brazil; university
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        item: #132 of 203
          id: tci-195995
      author: Lopes, Alice Casimiro
       title: What does the Pandemic Teach us?
        date: 2021-08-10
       words: 900
      flesch: 54
     summary: Without aiming to trivialize a phenomenon that transcends the usual limits of a journalism committed to certain political views, I believe that fake news requires an analysis of how they lead us to consider power relations in the production of truth in politics. And, above all, how can education help to 1 It is not possible to detail here the approximations and differences between political processes that mark the election of Jair Bolsonaro in Brazil and of Donald Trump in the USA.
    keywords: curriculum; news; pandemic
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        item: #133 of 203
          id: tci-196101
      author: Wariyo, Lemecha G.; Asgedom , Amare
       title: Curricular Innovations in Building College Readiness: A Comparative Study
        date: 2021-09-28
       words: 13972
      flesch: 49
     summary: Accelerated learning options or credit-based transition courses, the more general terms that show the curricular approaches for college readiness, often include DE. DE was defined as courses high school students take where they earn both high school and college credit simultaneously without having to take a standardized test to gain the credit (An & Taylor, 2019; Therefore, studies assume that dual-enrolled students have prior exposure to curricula, teaching-learning experiences, communications with lecturers and college students, and the physical factors around the DE programs in college (Kim & Bragg, 2008;
    keywords: ap courses; assessment; college; college courses; college readiness; courses; curriculum; development; education; ethiopian; https://ojs.library.ubc.ca/index.php/tci/index; innovations; prep; prep curriculum; programs; readiness; research; school; students; teachers; university
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        item: #134 of 203
          id: tci-196104
      author: Lopes, Alice Casimiro
       title: Curriculum in a pandemic world: What will be the Future of Education?
        date: 2021-09-28
       words: 776
      flesch: 59
     summary: Curriculum in a pandemic world 2 Transnational Curriculum Inquiry 18 (1) 2021 https://ojs.library.ubc.ca/index.php/tci/index With the idea of radical investment, the future is left to come. Radical investment in the curriculum in times of Covid-19:
    keywords: curriculum; education; future
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        item: #135 of 203
          id: tci-196150
      author: Demissie, Eyueil Abate; Boru, Ambissa Kenea
       title: Curriculum Choice for Refugee Children at Jawi Refugee Camp, Ethiopia 
        date: 2021-09-28
       words: 6350
      flesch: 51
     summary: According to UNESCO the plan for inclusion of refugee students in the national education system need to be done before the emergency phase (UNESCO, 2017) and starting from 2012 UNHCR launched an inclusive educational strategy that requests teaching refugees through the host government education system (Education Development Trust, 2018). For instance, Program Head of Jewi Refugee Camp (2019) stated, one of the major reasons for teaching refugee students through the Ethiopian curriculum is to enable them to adapt themselves with the values and cultures of Ethiopia, i.e., the host country.
    keywords: children; country; curriculum; education; ethiopia; host; language; refugee; students; unhcr
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        item: #136 of 203
          id: tci-196168
      author: Ma, Ying
       title: Living Impotentially: An Allegorical Inquiry
        date: 2021-09-28
       words: 10222
      flesch: 53
     summary: Not until the 1980s did teacher education begin a search specifically for a Chinese model. Hosting teacher education—An exploration of issues in teacher preparation in the Chinese Mainland.
    keywords: agamben; china; curriculum; education; https://ojs.library.ubc.ca/index.php/tci/index; impotentiality; inquiry; lewis; living; past; pinar; study; teacher; teaching; time
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        item: #137 of 203
          id: tci-196622
      author: Huayamave, Paulina
       title: Understanding Freire, Understanding Myself.
        date: 2022-03-21
       words: 4554
      flesch: 64
     summary: Transnational Curriculum Inquiry 18 (2) p. 4-12 https://ojs.library.ubc.ca/index.php/tci/index <access date> Understanding Freire, Understanding Myself Paulina Huayamave1 University of Prince Edward Island, Canada Introduction Ella está en el horizonte. The work of Paulo Freire, a worldwide renown educator and philosopher has been analyzed and reflected by many scholars around the world.
    keywords: education; freire; oppressed; reading; students; understanding; world
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        item: #138 of 203
          id: tci-196725
      author: Costa, Hugo Heleno Camilo
       title: Ways to Think About a Changing World: What Transnational Curriculum Inquiry Says
        date: 2022-03-21
       words: 4257
      flesch: 33
     summary: Then, it relates the critique of modernity to the decolonization project of the academic educational field taking into account the inclusion of Latin American thought in the discussion on the internationalization of curriculum studies. Part II begins with the chapter by Zongyi Deng entitled Bringing Content Back in: Perspectives from German Didaktik, American Curriculum Theory, and Chinese Education, which focuses on the importance of knowledge for the curriculum debate, highlighting the current disappearance of the approach to the theme of knowledge in curriculum studies.
    keywords: author; chapter; curriculum; education; field; https://ojs.library.ubc.ca/index.php/tci/index; knowledge; studies; thought; world
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        item: #139 of 203
          id: tci-196831
      author: Geletu, Girma Moti
       title: The Curriculum Implementation Using Equitable Pedagogical Practices in Primary Schools: Its Efficacy in Promoting the 21st Century Classrooms
        date: 2022-03-21
       words: 9046
      flesch: 34
     summary: One of the interviewees (IP10) ensures that it is difficult to get Amharic medium of instruction teachers on markets for employment according to the current deviance because we have only Fitche college of teacher education that is training only few prospective teachers. Zone education office, districts and town administration should work in collaboration with Fitche College of teacher education to design and give short-term professional training concerning subject matter knowledge and equitable pedagogical practices to both media of instruction teachers with special attention to Amharic medium of instruction teachers.
    keywords: afan; afan oromo; amharic; curriculum; diversity; education; implementation; instruction; medium; oromo; oromo medium; practices; primary; schools; students; teachers
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        item: #140 of 203
          id: tci-196880
      author: Kumar, Ashwani; Brigham, Susan; Kharbach, Mohamed; Downey, Adrian; Lemieux, Amélie; Wells-Hopey, Debra; Shahidi, Mehrdad; Card, Anthony
       title: Curriculum in International Contexts: A Complicated Conversation
        date: 2022-03-21
       words: 14259
      flesch: 46
     summary: However, the author also provides important critiques and raises questions regarding the usefulness and limits of postmodernist thinking regarding social studies curriculum studies. Similarly, Wells-Hopey has described in this paper how the social studies education curriculum will continue to remain positivistic, outcomes-oriented, and instrumental without deep and profound changes.
    keywords: book; brigham; card; contexts; curriculum; curriculum inquiry; curriculum studies; downey; education; hopey; inquiry; kharbach; kumar; lemieux; meditative; power; research; shahidi; studies; understanding; wells
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        item: #141 of 203
          id: tci-196901
      author: Kumar, Ashwani
       title: International Handbook of Curriculum Research: A Book Review
        date: 2022-03-21
       words: 1915
      flesch: 32
     summary: A Book Review Transnational Curriculum Inquiry 18 (2) p. 64-66 https://ojs.library.ubc.ca/index.php/tci<access date> International Handbook of Curriculum Research: A Book Review Ashwani Kumar1 Mount Saint Vincent University, Canada The International Handbook of Curriculum Research is a tremendous pioneering contribution to the internationalization of curriculum studies discourses. A leader of the reconceptualization movement of curriculum studies in North America during the 1970s, Pinar continues to be one of the most renowned and prolific curriculum scholars in the world.
    keywords: curriculum; international; research; studies
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        item: #142 of 203
          id: tci-196915
      author: Lopes, Alice Casimiro
       title: We Are All Paulo Freire
        date: 2022-03-21
       words: 1626
      flesch: 52
     summary: In Education, if some (they) become anti-Paulo Freire, others (we) become pro-Paulo Freire, even if we were not working with the Freire´s theory or could be identified with such thinking before this moment. We Are All Paulo Freire Alice Casimiro Lopes1 State University of Rio de Janeiro, Brazil If he were alive, Paulo Freire would be 100 years in 2021.
    keywords: dispute; freire; paulo
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        item: #143 of 203
          id: tci-2025
      author: Tochon, François Victor; Okten, Celile E.
       title: Motifs didactiques et représentation visuelle de la discipline: sources de transformation chez les stagiaires en formation des maîtres
        date: 2010-12-19
       words: 14631
      flesch: 52
     summary: Cette trans- sémiose pratique implique un approfondissement de la compréhension de son propre processus sémiotique. Pour elle, Harun devrait développer plus en profondeur les aspects didactiques propres à l’école et à l’environnement de la classe, aux élèves, et à l’enseignant.
    keywords: ainsi; aspects; aux; carte; cette; classe; comme; concepts; connaissance; curriculum; dans; de la; des; didactique; discipline; d’une; elle; entre; esra; est; fait; formation; harun; http://nitinat.library.ubc.ca/ojs/index.php/tci; ils; inquiry; langue; les; leur; l’anglais; l’enseignement; manière; motifs; nous; okten; ont; par; pas; peirce; peut; pour; processus; programme; que; qui; qu’elle; représentation; savoir; selon; sens; ses; seval; son; sont; sous; stagiaires; sur; sémiose; sémiotique; tochon; une; visuelle; été; être
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        item: #144 of 203
          id: tci-2026
      author: Okten, Celile E.; Tochon, Francois Victor
       title: İzlence Haritalandırması ve Eğitsel Sağlarlıklar: Öğretmen Adayları için Dönüşüm Kaynakları
        date: 2010-12-19
       words: 9823
      flesch: 53
     summary: Herhangi bir alan bilgisinde bilginin yapı taşlarıdırlar. Bu yaklaşım deneyime dayandığı için sonuçlanan bilgi, öğretmen gelişimi için bir çerçeve hazırlayan izlence haritasını çıkarmaya imkan tanıdığı için deneyimsel ve özneler arasıdır.
    keywords: adayları; adaylarının; alan; alt; alır; anlam; anlamlı; arası; araştırma; aynı; ayrıca; ayrıntılı; açısından; bakış; bilgi; bilginin; bilgisini; bilgiyi; bir; böylece; curriculum; curriculum inquiry; daha; dil; diğer; eder; education; ele; esra; eğitim; eğitsel; fakat; fazla; gelişim; gibi; göre; gösteren; göstergesel; gösterir; hakkında; haritalandırması; haritaları; haritası; haritasının; harun; harun’un; hem; http://nitinat.library.ubc.ca/ojs/index.php/tci; iki; ile; ilgili; inquiry; iyi; için; i̇ngilizce; i̇ngilizcenin; i̇zlence; karar; kavram; kavramsal; kendi; kültürel; nasıl; okten; olan; olarak; olası; olduğunu; onun; peirce; sağlarlıklar; seval; seval’in; sonra; süreci; sürecinin; süreç; sınıf; tam; tochon; university; veya; yardımcı; yeni; yol; çalışma; çok; çıkarmak; önemli; öğrencilerin; öğrenici; öğrenme; öğretim; öğretmen; üretme; üst; üzerine; şekilde
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        item: #145 of 203
          id: tci-2027
      author: Sellers, Warren; Gough, Noel
       title: Editorial: Making curriculum strange
        date: 2010-12-19
       words: 1060
      flesch: 46
     summary: Transnational Curriculum Inquiry 7 (1) http://nitinat.library.ubc.ca/ojs/index.php/tci <access date> Making curriculum strange Warren Sellers and Noel Gough La Trobe University This issue of Transnational Curriculum Inquiry presents very differently-similar approaches to deconstructing curriculum – different contexts and contents that are strangers to each other, yet similar theory and philosophy that are always-already familiar. The rhizome surfaces onto the first of three plateaus – City Sidewalks to give us a sense of the Sellers & Gough: Making curriculum strange Transnational Curriculum Inquiry 7 (1) 2010 http://nitinat.library.ubc.ca/ojs/index.php/tci 2 lay of cosmopolitanism’s land and the unfulfilled prospects that side-walks might suggest for education.
    keywords: curriculum; inquiry; quinn; university
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        item: #146 of 203
          id: tci-2028
      author: Waghid, Yusef
       title: On the limits of cosmopolitanism and a ‘curriculum of refuge’ – A response to Molly Quinn
        date: 2010-12-19
       words: 1569
      flesch: 48
     summary: Transnational Curriculum Inquiry 7 (1) http://nitinat.library.ubc.ca/ojs/index.php/tci <access date> On the limits of cosmopolitanism and a ‘curriculum of refuge’ – A response to Molly Quinn Yusef Waghid Stellenbosch University, South Africa If Molly Quinn wanted to introduce her readers to a poetic exploration of cosmopolitanism and curriculum change she succeeded in doing so quite insightfully. Only then curriculum change will hopefully be justly poetic.
    keywords: curriculum; quinn; refuge
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        item: #147 of 203
          id: tci-2035
      author: Hasebe-Ludt, Erika; Jordan, Nané
       title: “May We Get Us a Heart of Wisdom”: Life Writing Across Knowledge Traditions
        date: 2011-07-07
       words: 2098
      flesch: 60
     summary: As part of interpretive research traditions, life writing and life histories are situated within a hermeneutical circle, opening up “unending dialogues” (Gadamer, 1985) that circulate between the text, author, reader, and the world. http://nitinat.library.ubc.ca/ojs/index.php/tci <access date> “May We Get Us a Heart of Wisdom”: Life Writing Across Knowledge Traditions Erika Hasebe-Ludt & Nané Jordan University of Lethbridge & University of British Columbia (Special Issue Editors) Opening As educators and researchers in faculties of education at five Canadian universities, we are committed to life writing research that seeks to understand what it means to be human in the contemporary world, to act responsibly and to live dialogically in
    keywords: curriculum; heart; life; research; wisdom; writing
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        item: #148 of 203
          id: tci-2036
      author: Hasebe-Ludt, Erika
       title: A Love Song to Our Pluriverse: Life Writing as Cosmopolitan Motherwise Text
        date: 2011-07-07
       words: 3416
      flesch: 61
     summary: A Love Song to Our Pluriverse: Life Writing as Cosmopolitan Motherwise Text Erika Hasebe-Ludt University of Lethbridge And what if it is love one is trying to understand, that strange unmanageable phenomenon form of life, source at once of illumination and confusion, agony, and beauty? Through life writing and auto/biographical stories that “locate the writer in a network of contexts, including family, neighbourhood, community, and cosmos” (Hasebe-Ludt, Chambers, & Leggo, 2009, p. 205), we can reclaim their voices along with our own.
    keywords: charlotte; hasebe; life; love; ludt; new; world; writing; york
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        item: #149 of 203
          id: tci-2037
      author: Leggo, Carl
       title: Writing a Life: Representation in Language and Image
        date: 2011-07-07
       words: 4024
      flesch: 73
     summary: Fathers and sons live in an alien world born in contest, often confused, where we seldom know how to name our desires. Craig writes: “Tricky business, fathers and sons” (p. 7).
    keywords: curriculum; father; inquiry; leggo; life; stories; writing
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        item: #150 of 203
          id: tci-2038
      author: Jordan, Nané
       title: How She Becomes Herself: The Artist as the Daughter of the Artist
        date: 2011-07-07
       words: 6357
      flesch: 66
     summary: The timeliness of reviewing, exhibiting and publishing this epoch of art work, which was not actually taught to me within my 1980/90’s BFA curriculum, is described by curator Cornelia Butler in making “the case that feminism’s impact on art of the 1970’s constitutes the most influential international movement of any during the post war period” (2007, p. 15). What better place for my daughter to learn something of the impact of the patriarchal times we live in, how women artists have responded to, transformed and attempted to re-shape these times.
    keywords: art; centre; curriculum; daughter; female; inquiry; jordan; life; mother; spirituality; time; women; work
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        item: #151 of 203
          id: tci-2039
      author: Sinner, Anita
       title: Fragments: Spectres of a Sojourning Sojourner
        date: 2011-07-07
       words: 3487
      flesch: 55
     summary: My research has a long-standing trajectory of life writing, and like a shadow, my teaching of photography consistently focuses on how photography can tell our stories. Broaching my relationship with photography as life writing has been challenging.
    keywords: family; life; lore; photography; stories; writing
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        item: #152 of 203
          id: tci-2040
      author: Chambers, Cynthia
       title: “I Was Grown up Before I Was Born”: Wisdom in Kangiryarmuit Life Stories
        date: 2011-07-07
       words: 12247
      flesch: 73
     summary: Smart people. Smart people are agile and courageous; qualities needed to locate and collect materials essential for living.
    keywords: 7(2; animals; caribou; chambers; children; curriculum; elders; http://nitinat.library.ubc.ca/ojs/index.php/tci; inquiry; life; parents; people; smart; snow; stories; taipana; time; way
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        item: #153 of 203
          id: tci-2042
      author: Kelly, Vicki
       title: Finding Face, Finding Heart, and Finding Foundation: Life Writing and the Transformation of Educational Practice
        date: 2011-07-07
       words: 8486
      flesch: 67
     summary: Finding Face, Finding Heart, and Finding Foundation: Life Writing and the Transformation of Educational Practice Vicki Kelly Simon Fraser University Other people’s stories are as varied as the landscapes and the languages of the world; and the storytelling traditions to which they belong tell the different truths of religion and science, of history and the arts. Kelly: Finding Face, Finding Heart, and Finding Foundation Transnational Curriculum Inquiry 7(2) 2010 http://nitinat.library.ubc.ca/ojs/index.php/tci 83 Indigenous peoples throughout Canada and the world have sustained their unique worldviews and associated knowledge systems for millennia, even while undergoing major social upheavals and transformations.
    keywords: curriculum; face; finding; foundation; heart; inquiry; kelly; life; vision; way; world; writing
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        item: #154 of 203
          id: tci-21
      author: Gough, Noel
       title: Editor’s notes on issue 3 (1) 2006
        date: 2006-06-02
       words: 906
      flesch: 45
     summary: Transnational Curriculum Inquiry 3 (1) 2006 http://nitinat.library.ubc.ca/ojs/index.php/tci Editor’s notes on issue 3 (1) 2006 Noel Gough University of Canberra, Australia Transnational Curriculum Inquiry (TCI) seeks to contribute to the internationalisation of curriculum studies by providing a site for transnational scholarly conversations – a space in which scholars from different nations can collaborate and converse as they reframe and decentre their own knowledge traditions and negotiate trust in each other’s contributions to their collective work. Like its parent organisation, the International Association for the Advancement of Curriculum Studies (IAACS), TCI exists to support a worldwide – but not uniform – field of curriculum studies.
    keywords: curriculum; issue
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        item: #155 of 203
          id: tci-22
      author: Hoyt, Mei Wu
       title: John Dewey’s legacy to China and the problems in Chinese society
        date: 2006-06-02
       words: 8779
      flesch: 53
     summary: Also, after Mei Wu Hoyt: John Dewey’s legacy to China and the problems in Chinese society Transnational Curriculum Inquiry 3 (1) 2006 http://nitinat.library.ubc.ca/ojs/index.php/tci 13 1927, Dewey’s influence in China had been declining. Dewey and Marx Mei Wu Hoyt: John Dewey’s legacy to China and the problems in Chinese society Transnational Curriculum Inquiry 3 (1) 2006 http://nitinat.library.ubc.ca/ojs/index.php/tci 17 emphasized many similar social issues such as social justice, democracy and the economy.
    keywords: china; chinese; democracy; dewey; education; ideas; intelligence; john; living; people; problems; society
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        item: #156 of 203
          id: tci-2286
      author: Miller, Janet L.
       title: Reweavings: Engaging With Life Writing Across Knowledge Traditions
        date: 2011-07-07
       words: 2019
      flesch: 30
     summary: Rather, I believe that the theory and practices of métissage, as conceptualized and intricately entwined with/in these researchers’ word- and image-braidings, instead highlight paradoxes, contradictions, muddles, surprises and messy complexities of life writing as a form of educational research and practice. Such constant movement characterizes what I regard as now necessary hybrid and trans- disciplinary approaches to the still-current crisis of representation in all forms of qualitative research, writ large, but especially in forms of autobiographical life writing.
    keywords: life; métissage; research; work; writing
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        item: #157 of 203
          id: tci-2363
      author: Kumar, Ashwani
       title: Indian Social Studies Curriculum in Transition: Effects of a Paradigm Shift in Curriculum Discourse
        date: 2012-11-01
       words: 18074
      flesch: 43
     summary: The problem of social studies at the level of curriculum documents and textbooks is further compounded when social studies teachers conceive of their roles as limited to ensuring that the curriculum is covered effectively so that students are prepared to perform well on standardized tests and function in society in a manner that does not question the status quo (Ross, 2000). How do social studies teachers perceive and conceptualize the paradigm shift as a result of NCF 2005 and theorize their classroom practice?
    keywords: class; curriculum; curriculum inquiry; discourse; education; effects; framework; india; kumar; national; ncf; new; paradigm; ross; science; shift; social; students; studies curriculum; teachers; teaching; textbooks; transition
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        item: #158 of 203
          id: tci-239
      author: Tochon, Francois Victor; Okten, Celile E.
       title: Curriculum mapping and instructional affordances: Sources of transformation for student teachers
        date: 2010-12-19
       words: 12487
      flesch: 48
     summary: Mapping curriculum knowledge allowed the participants to inquire into how they perceived, understood, constructed, interpreted, ‘enminded’ (Tochon, 2000a) and enacted the discipline taught. In a similar manner, intuiting, perceiving and wording curriculum interpretations involves a subtle belief formation that this article aims to explore through hierarchizing and mapping curriculum concepts in teacher education.
    keywords: affordances; concept; curriculum; curriculum mapping; education; english; esra; inquiry; knowledge; language; mapping; maps; process; semiotic; seval; student; teachers; teaching; tochon
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        item: #159 of 203
          id: tci-2399
      author: Prud'homme, Marc-Alexandre
       title: Reading Education’s Front Covers and Margins
        date: 2012-11-01
       words: 6588
      flesch: 59
     summary: Additionally, the students are standing up, even though, in most school, children spend the bulk of their days sitting down. Having articulated the relation between kindergarten and high school by using the words from and to, it is also reducing to a linear path the evolution through the different school levels.
    keywords: covers; curriculum; education; images; ome; osde; picture; reading; school; students
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        item: #160 of 203
          id: tci-24
      author: Sellers, Warren
       title: Review of Technology, Culture, and Socioeconomics: A rhizoanalysis of educational discourses by Patricia O’Riley
        date: 2006-06-02
       words: 1843
      flesch: 43
     summary: Tree Warren Sellers: Review of Technology Culture, and Socioeconomics Transnational Curriculum Inquiry 3 (1) 2006 http://nitinat.library.ubc.ca/ojs/index.php/tci 29 In the context of knowledge/knowing discourse, Gilles Deleuze and Felix Guattari (1987) explain that ‘[t]he rhizome is a map and not a tracing… The map is open and connectable in all of its dimensions; it is detachable, reversible, susceptible to constant modification… The map has to do with performance, whereas the tracing always involves alleged “competence”’ (pp.12-13). Warren Sellers: Review of Technology Culture, and Socioeconomics Transnational Curriculum Inquiry 3 (1) 2006 http://nitinat.library.ubc.ca/ojs/index.php/tci 30 Let me put O’Riley’s writings into context with my own readings.
    keywords: culture; curriculum; inquiry; o’riley; sellers; technology
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        item: #161 of 203
          id: tci-2441
      author: Annala, Johanna; Mäkinen, Marita
       title: The Research-teaching Nexus in Higher Education Curriculum Design
        date: 2012-08-31
       words: 9338
      flesch: 48
     summary: The research-teaching nexus in higher education curriculum design 16 Transnational Curriculum Inquiry 8 (1) 2011 http://nitinat.library.ubc.ca/ojs/index.php/tci Representations R–T nexus in curriculum design Disciplinary Intangible R–T nexus: The research-teaching nexus in curriculum design Among academics, the belief and wish to have symbiosis between research and teaching is strong, following the Humboldtian ideal, as it makes research universities different from other institutions (Clark, 1994; Visser-Wijnveen et al., 2010).
    keywords: academics; curriculum; curriculum design; design; education; education curriculum; knowledge; learning; mäkinen; nexus; research; students; t nexus; teaching; university
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        item: #162 of 203
          id: tci-2457
      author: Moon, Seungho
       title: Cultural Translation: Curricular Discourse with/in Internacionalization of Curriculum Studies
        date: 2012-11-07
       words: 9512
      flesch: 39
     summary: The “culture of importation” (Kim, 2005b, p. 59)––that is, the uncritical use of U.S. curriculum research as major sources for Korean educational discourses––has been prevalent in Korean curriculum studies. Ironically, so many U.S. reconceptualist scholars (e.g., William Pinar and Janet Miller) have rejected this universalized notion of “best,” or “effective,” curriculum; however, translating materials to implement effective curriculum, teaching-learning resources, and lesson plans remains as one of the major tasks in Korean curriculum studies discourses (Kim, 2005b, 2010).
    keywords: butler; culture; curriculum; curriculum inquiry; curriculum studies; discourse; inquiry; internationalization; korean; meanings; moon; new; south; states; translation
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        item: #163 of 203
          id: tci-249
      author: Li, Xin
       title: Daoism and Feminism: Identity through Life Stories of Chinese Immigrant Women
        date: 2012-08-30
       words: 7690
      flesch: 63
     summary: Thirdly, both have stereotyped Chinese women. Can Chinese women be feminists?
    keywords: china; chinese; curriculum; daoism; education; female; femininity; feminism; husband; identity; immigrant; inquiry; life; stories; women
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        item: #164 of 203
          id: tci-25
      author: Naidoo, Loshini
       title: Teaching for social justice: reflections from a core unit in a teacher education program
        date: 2007-11-15
       words: 8515
      flesch: 52
     summary: Clearly the ideas expressed during the interview indicated that the unit increased awareness of social justice issues, allowed students to be self-reflective about their teaching practices, while on professional experience, permitted students to identify issues relating to social justice in the school environment and to offer possible solutions which could make a positive change to the school environment. In view of this fact, social justice education has become a major concern for educational scholars and practitioners in recent times since it is seen as an attempt to redress educational inequities rising from the increasing pluralism of westernised industrialised societies.
    keywords: curriculum; education; issues; justice; justice issues; school; social; social justice; students; teacher; teaching; unit
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        item: #165 of 203
          id: tci-259
      author: Burston, Mary
       title: Review of Neohumanist Educational Futures: Liberating the Pedagogical Intellect (edited by Sohail Inayatullah, Marcus Bussey and Ivan Milojević)
        date: 2009-01-12
       words: 1254
      flesch: 28
     summary: As advocates of holistic education, the authors draw from the traditions of Indian and Eastern philosophy and mysticism; however it would be presumptive to dismiss the rationale as simply idealistic and theoretically vapid. Holistic education focuses on being in the http://nitinat.library.ubc.ca/ojs/index.php/tci Burstin: Review of Neohumanist Educational Futures Transnational Curriculum Inquiry 5 (1) 2008 http://nitinat.library.ubc.ca/ojs/index.php/tci 73 world and reconnecting to our world through integrative curricula doing, learning, and generating knowledge.
    keywords: bussey; education; neohumanism; world
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        item: #166 of 203
          id: tci-26
      author: Sünker, Heinz
       title: Democratic Education: Educating for Democracy
        date: 2007-01-27
       words: 9294
      flesch: 51
     summary: Heinz Sünker: Democratic education: educating for democracy Transnational Curriculum Inquiry 3 (2) 2006 http://nitinat.library.ubc.ca/ojs/index.php/tci 19 Against the background of the often devastating experiences of our century - especially with respect to the German experiences - it may seem bold to deal in a text with Democracy, Education, and Ethics in the Post-Auschwitz World, i.e., asking for a democratic pedgagogy and democratic education today. THIS ARTICLE PLEASE INCLUDE ALL OF THE FOLLOWING DETAILS: Sünker, Heinz (2006) Democratic education: educating for democracy.
    keywords: adorno; curriculum; democracy; der; education; frankfurt; heinz; history; new; people; politics; power; question; social; society; state; sünker; york
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        item: #167 of 203
          id: tci-260
      author: Carter, Lyn; Camden Pratt, Catherine; White, Julie
       title: Guest Editors’ Introduction: Complicated conversations: the ecological, the sustainable and the educational
        date: 2009-01-12
       words: 1089
      flesch: 45
     summary: As the remaining papers were delivered the next day, we became involved in a diverse yet connected range of projects including the development of scientific literacy; reconstructing science education; curriculum and sustainability; challenges in community eco-education programs; teaching an ecological world-view; permaculture training as a holistic learning model; using creative arts and applying Jungian frameworks to enhance personal ecological relationships. Complicated conversations: the ecological, the sustainable and the educational.
    keywords: conversations; curriculum; education; university
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        item: #168 of 203
          id: tci-263
      author: Sellers, Warren; Sellers, Marg
       title: Responding to Pauline Sameshima and Rita Irwin’s ‘Rendering dimensions of liminal currere’
        date: 2009-01-21
       words: 1224
      flesch: 31
     summary: Microsoft Word - Sameshima and Irwin03.doc Transnational Curriculum Inquiry 5 (2) 2008 http://nitinat.library.ubc.ca/ojs/index.php/tci Responding to Pauline Sameshima and Rita Irwin’s ‘Rendering dimensions of liminal currere’ Warren Sellers Ako Aotearoa National Centre for Tertiary Teaching Excellence, Wellington, New Zealand Marg Sellers The University of Queensland, Australia, and Whitireia Community Polytechnic, New Zealand Sameshima and Irwin, in Rendering dimensions of liminal currere, draw on Daignault to critique curriculum and explore expressions of complexity in artful scholarship research towards liminal currere through visual examples of personal practice… His trope has formed other pictorial~textual layers for (his, our, your) ideas to ripple through understandings of the text and from liminal spaces around and with/in it (pp.10-11).
    keywords: currere; sameshima; sellers
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        item: #169 of 203
          id: tci-27
      author: Pinar, William F.
       title: Bildung and the Internationalization of Curriculum Studies
        date: 2007-01-27
       words: 8967
      flesch: 45
     summary: If instruction and teaching are subsidiary concepts in U.S. curriculum studies, it appears we are creating a dialogue between differently positioned, as well as historically and culturally distinctive, concepts. This commercialization and vulgarization of educational culture with its reductive instrumentalization of teaching to the management of learning constitutes a crisis shared by Didaktik and by U.S. curriculum studies alike.
    keywords: autio; bildung; curriculum; curriculum studies; didaktik; education; german; hopmann; internationalization; klafki; pinar; riquarts; self; studies; william
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        item: #170 of 203
          id: tci-277
      author: Gough, Noel
       title: Ecology, ecocriticism and learning: how do places become ‘pedagogical’?
        date: 2009-01-12
       words: 9321
      flesch: 53
     summary: By 1999 I had begun, with tongue only partly in cheek, to characterise myself as a ‘travelling textworker’ (Gough, 1999), an identity through which I could collaborate with co-workers on very site-specific tasks in particular places without ever pretending to be of those places. Similarly, Andrew Brookes (2000; 2002a; 2002b; 2004; 2005) focuses on ‘situationist’ outdoor education practices that develop deep consciousness of particular places.
    keywords: activity; curriculum; ecocriticism; ecology; education; environmental; forest; games; gough; inquiry; learning; nature; noel; outdoor; places; tree; video
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        item: #171 of 203
          id: tci-278
      author: Woo, Yen Yen Joyceln; Boyanton, Dengting
       title: Conversing about ‘self-creation,’ ‘the third space,’ and ‘harmony/control’: an essay review of The Call from the Stranger on a Journey Home by Hongyu Wang
        date: 2009-01-21
       words: 7030
      flesch: 54
     summary: In excavating the instability of the meanings of commonplace notions of ‘self’ and ‘home’ through her own personal journey, Wang’s project is highly relevant to contemporary biographies and consciousness. While Foucault focuses on the ‘surrendering’ of the self defined by social and cultural limits in order to ‘transform’ it (p. 35), Kristeva, for Wang, points to the less dramatic ‘intimate revolt’ (p. 110), eschewing the simplistic binary of self/other to see differences within herself, with important pedagogical implications for teaching students that we perceive to be strangers to ourselves.
    keywords: chinese; curriculum; education; journey; new; self; space; wang; yen
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        item: #172 of 203
          id: tci-28
      author: Sameshima, Pauline; Irwin, Rita L.
       title: Rendering dimensions of a liminal currere
        date: 2009-01-21
       words: 6177
      flesch: 55
     summary: Although phase shapes in mathematic models are deterministic systems with set possible positions, traversing liminal spaces that cross borders between time and space are grown and self-created through the movement of currere. They are situated in liminal spaces between the identities of being an artist, researcher, and teacher/educator.
    keywords: currere; curriculum; daignault; http://nitinat.library.ubc.ca/ojs/index.php/tci; inquiry; irwin; liminal; rendering; research; sameshima; space
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        item: #173 of 203
          id: tci-287
      author: Quinn, Molly
       title: ‘Ex and the City’: on cosmopolitanism, community and the ‘curriculum of refuge’
        date: 2010-12-19
       words: 15354
      flesch: 48
     summary: Such considerations may involve such simple curriculum – even classroom-specific – initiatives as pedagogical investigations into the production and distribution of familiar items of treasured use (i.e., like my daily cup of dark-roast coffee; See also Asher, 2005, for additional examples critically engaged in a college course in a teacher education program) or communications cross-culturally via e-pal exchanges, or larger curricular experimentations – ‘curriculum of refuge summits’, as it were, organized around particular inquiries or addresses, like the problem-solving programs Saito finds potentially supportive in cultivating a cosmopolitan consciousness and ethics of world citizenship. In a comparative analysis of Rousseau and Kant on cosmopolitan education, he also sides with Kant in his focus on the moral love of honor, the attachment to human dignity, as the better path to peace – perhaps not willing to entertain as does Snauwaert (2002) possibilities beyond the possessive mode of being.
    keywords: citizenship; city; cosmopolitanism; curriculum; curriculum inquiry; derrida; education; ethics; history; hospitality; http://nitinat.library.ubc.ca/ojs/index.php/tci; human; new; present; press; quinn; refuge; teachers; way; work; world; york
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        item: #174 of 203
          id: tci-29
      author: Waterhouse, Monica
       title: A pedagogy of mourning: tarrying with/in tragedy, terror, and tension
        date: 2009-01-28
       words: 8880
      flesch: 58
     summary: Jardine (2000) reminds us that new life explodes into being as a “provocative, a prophetic ‘calling http://nitinat.library.ubc.ca/ojs/index.php/tci Monica Waterhouse: A pedagogy of mourning Transnational Curriculum Inquiry 5 (2) 2008 http://nitinat.library.ubc.ca/ojs/index.php/tci 28 forth,’ a voice crying out from the midst of things” (p.120). … Such mourning might (or could) effect a transformation in our sense of international ties that would crucially rearticulate the possibility of democratic political culture
    keywords: butler; chinese; curriculum; education; http://nitinat.library.ubc.ca/ojs/index.php/tci; inquiry; life; monica; mourning; new; pedagogy; students; tension; waterhouse; work; world
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        item: #175 of 203
          id: tci-30
      author: Miller, Janet L.
       title: Curriculum Studies and Transnational Flows and Mobilities: Feminist Autobiographical Perspectives
        date: 2007-01-27
       words: 11800
      flesch: 44
     summary: Transnational feminist cultural studies: Beyond the Marxism/poststructuralism/feminism divides. Miller, Janet L. (2006) Curriculum studies and transnational flows and mobilities: feminist autobiographical perspectives.
    keywords: cultural; curriculum field; curriculum inquiry; curriculum studies; feminist; field; flows; global; miller; mobilities; new; studies field; university; work
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        item: #176 of 203
          id: tci-301
      author: Wang, Hongyu
       title: Life History and Cross-cultural Thought: Engaging an Intercultural Curriculum
        date: 2010-05-08
       words: 8977
      flesch: 52
     summary: Life History and cross-cultural thought: Engaging an intercultural curriculum. Transnational Curriculum Inquiry 6 (2) http://nitinat.library.ubc.ca/ojs/index.php/tci <access date> Life History and cross-cultural thought: Engaging an intercultural curriculum H o n g y u W a n g Oklahoma State University Abstract
    keywords: chinese; curriculum; education; feng; history; intellectual; life; new; thought; university; wang; watts; west; western
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        item: #177 of 203
          id: tci-31
      author: Kameniar, Barbara Maria
       title: Dilemmas in Providing Hospitality to Others in the Classroom: A Story of One Christian Religious Education Teacher
        date: 2008-02-14
       words: 6999
      flesch: 53
     summary: Other religious traditions, or the religious traditions of Others, are always invited into the classroom on terms that are conditional. That is, this teacher’s representations illuminate the discourses that circulate within religious education and the broader community that both constrain and make possible the ways in which the dominant religious tradition in the school and other religious traditions can or might be represented, can or might be shown hospitality.
    keywords: caroline; classroom; derrida; education; hospitality; host; http://nitinat.library.ubc.ca/ojs/index.php/tci; students; teachers; white
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        item: #178 of 203
          id: tci-32
      author: Ng-A-Fook, Nicholas
       title: Toward Understanding a Curriculum of Being Inhabited by the Language of the Other
        date: 2010-05-08
       words: 8700
      flesch: 53
     summary: Often at the end of the night, after trying to negotiate and translate thoughts on Derrida’s various concepts (deconstruction, idiom, aporia, genealogy, trace, difference, différance, language, translation, subject, etc.) into spoken and written words, I close his books which clutter the kitchen table in sweet submission, unable to surrender to the language of deconstruction, his deconstruction of language. It is the end of August and under its starlit nights, off the shores of language, I continue to sleep and play on the horizon of Derrida’s writing.
    keywords: alienation; colonial; curriculum; death; deconstruction; derrida; fook; french; language; subject; understanding; university
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        item: #179 of 203
          id: tci-33
      author: Sousa, Francisco Rodrigues
       title: Curriculum making on the edge of Europe in the age of globalization: two alternative scenarios
        date: 2007-11-15
       words: 6252
      flesch: 46
     summary: Curriculum making on the edge of Europe in the age of globalization: two alternative scenarios Francisco Sousa University of the Azores, Portugal Introduction My purpose in this article is to discuss some possible implications of the peripheral position of the region where I live – The Azores, Portugal – for curriculum construction. The concept of regional curriculum was introduced in the Azorean educational policy via Regional Decree number 15/2001/A.
    keywords: approach; azores; curriculum; difference; differentiation; europe; http://nitinat.library.ubc.ca/ojs/index.php/tci; making; portugal; region; students
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        item: #180 of 203
          id: tci-34
      author: Naidoo, Loshini
       title: Rupture or Continuity? : The Impact of Globalization on Cultural Identity and Education in Indian Immigrant Families in Australia
        date: 2007-07-14
       words: 6588
      flesch: 45
     summary: The impact of globalisation on cultural identity and education in Indian immigrant families in Australia Loshini Naidoo University of Western Sydney, Australia Introduction This article aims to bring together existing research that bear directly or indirectly on the cultural identity of Indian immigrants in Australia in order to establish whether the migratory experience has ruptured Indian cultural identity. Conclusion In examining the theoretical perspectives of globalisation and the empirical material on Indian immigrants in Australia, I have established that Indian cultural identity is rooted and even heightened as reproduction of the home culture takes place.
    keywords: australia; culture; curriculum; education; family; globalisation; http://nitinat.library.ubc.ca/ojs/index.php/tci; identity; indian; naidoo; new; world
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        item: #181 of 203
          id: tci-36
      author: Naidoo, Loshini; Singh, Michael; Sanagavarapu, Prathyusha
       title: Guest Editors’ Introduction: Globalisation, Westernisation and Sino-Australia Educational Reform
        date: 2007-07-14
       words: 3771
      flesch: 29
     summary: The problems of economic globalisation that educators in China and Australia struggle over reflect and give expression to the difficulties various other groups within these societies have to deal with. It also argued that a re-orientation of Australian curriculum to include Asian frames of reference can be justified on the grounds of intellectual and cultural imperatives alone without reference to economic imperatives such as skilled migration and trade but of course to do so would be naive.
    keywords: australia; china; curriculum; education; educators; globalisation; language; naidoo; paper
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        item: #182 of 203
          id: tci-37
      author: Sidhu, Ravinder; Christie, Pam
       title: Spatializing the Scholarly Imagination: Globalisation, Refugees and Education
        date: 2007-07-14
       words: 6304
      flesch: 43
     summary: We suggest that regimes of truth emerging from globalisation discourses may be unsettled by studying globalisation through ‘peripheral places and marginal others’ (Foucault, 1980, our emphasis). We tentatively conclude that there are signs that the social changes associated with economic globalisation, state securitisation and neoliberalism are creating ‘fragile citizen subjects’ who operate on increasingly restricted conceptions of moral borders.
    keywords: asylum; australia; curriculum; education; foucault; globalisation; http://nitinat.library.ubc.ca/ojs/index.php/tci; knowledge; power; refugees; sidhu; state; subjects; world
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        item: #183 of 203
          id: tci-39
      author: Fabiansson, Charlotte; Healey, Louise
       title: Envisioning a Global Future for Rural Australia: Local Government visions and local youths’ educational aspirations
        date: 2007-07-14
       words: 7632
      flesch: 44
     summary: This criticism of local communities may come from the fact that rural children are exposed to the excitement of urban life as presented through television and the internet and so by comparison their communities seem lacking. The notion of social capital will be used as a conceptual tool for understanding the kinds of cultural resources which exist in rural communities and which are being developed to enhance opportunities for rural young people.
    keywords: aspirations; australia; capital; communities; community; councillors; education; fabiansson; future; http://nitinat.library.ubc.ca/ojs/index.php/tci; people; research; rural; shires; social; youth
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        item: #184 of 203
          id: tci-40
      author: Power, Anne
       title: The Journey of a Teacher Using Asian Arts and Literature with Students in Primary and Middle School Years
        date: 2007-07-14
       words: 7513
      flesch: 55
     summary: Conclusion The decision to research the changing practice of a teacher using Asian art forms and literature grew out of a goal to remove some of the complexities that primary school teachers might find in using unfamiliar cultural resources. The interview drew upon questions about: activities that were influenced by the teaching Studies of Asia course; the impact of the course on the teacher’s practice; the travel to China undertaken by the teacher and her use of that in the classroom; the extension to her teaching practice through her involvement in the http://nitinat.library.ubc.ca/ojs/index.php/tci Anne Power: The journey of a teacher using Asian arts and literature Transnational Curriculum Inquiry 4 (1) 2007 http://nitinat.library.ubc.ca/ojs/index.php/tci 45 professional development of other teachers; the move the teacher had made from primary to high school teaching and the consequences of that change; and the benefits for students flowing from the teacher’s professional growth.
    keywords: arts; asian; australian; cultures; curriculum; http://nitinat.library.ubc.ca/ojs/index.php/tci; jacqui; journey; research; school; students; studies; teacher; teaching
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        item: #185 of 203
          id: tci-41
      author: Han, Jinghe; Singh, Michael J
       title: World English Speaking (WES) student-teachers’ experiences of schools: Curriculum issues, trans-national mobility and the Bologna Process
        date: 2007-07-14
       words: 8485
      flesch: 47
     summary: In Australian teacher education should the prior knowledge, formal or otherwise, that WES student-teachers from overseas have of education be a source of such credit? As a contribution to this work, this paper has focused on some of the challenges in teacher education associated with the already existing transnational mobility of students.
    keywords: australian; bologna; curriculum; education; english; http://nitinat.library.ubc.ca/ojs/index.php/tci; learning; process; student; teachers; teaching; wes; wes student; world
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        item: #186 of 203
          id: tci-42
      author: Zuo, Xiulan
       title: China’s Policy towards Minority Languages in a Globalising Age
        date: 2007-07-14
       words: 6903
      flesch: 48
     summary: China’s policy towards minority languages in a globalising age. China’s policy towards minority languages in a globalising age Zuo Xiulan Dalian Maritime University, China Introduction: is globalisation a threat to the future of minority languages?
    keywords: autonomous; china; ethnic; languages; minorities; minority; minority languages; people; policies; policy; state; world
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        item: #187 of 203
          id: tci-43
      author: Wu, Li; Cao, Tingjun
       title: English Language Teaching in non-English Language Countries: The Curriculum Impact of Globalization and Computer-Mediated Communication
        date: 2007-07-14
       words: 5124
      flesch: 51
     summary: Tingjun (2007) English language teaching in non-English language countries: the curriculum impact of globalisation and computer-mediated communication Transnational Curriculum Inquiry 4 (1) http://nitinat.library.ubc.ca/ojs/index.php/tci <access date> English language teaching in non-English language countries: the curriculum impact of globalisation and computer-mediated communication Li Wu and Tingjun Cao Heilongjiang University, China Introduction The last few decades have seen a rapid growth in the role of the English language around the world, especially as the lingua franca for economic and scientific exchange. Correspondingly, prescriptivists do not like the all-inclusiveness http://nitinat.library.ubc.ca/ojs/index.php/tci Li Wu and Tingjun Cao (2007) English language teaching in non-English language countries Transnational Curriculum Inquiry 4 (1) 2007 http://nitinat.library.ubc.ca/ojs/index.php/tci 94 and egalitarian philosophy of the descriptivist curriculum, which they interpret as lacking of responsibility towards what, is best in a language (Crystal, 2001).
    keywords: communication; curriculum; english; information; internet; language; new; students; teaching; use; world
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        item: #188 of 203
          id: tci-44
      author: White, Allan Leslie
       title: An Australian Mathematics Educator in South East Asia: Globalization has Virtually Changed Everything
        date: 2007-07-14
       words: 5999
      flesch: 46
     summary: Globalisation or transnational effects will have an influence upon local Australian university education and curricula, but what are the issues and challenges that arise for an educator working in pre- service mathematics education as a result of the tensions between global and local contexts? The submission highlighted: A dramatic fall over the last decade in the number of secondary students studying the more advanced mathematics subjects and a lack of appropriately qualified staff (Carey, Guttmann, & Thomas, 2001, p. 55).
    keywords: atme; australian; context; education; educator; globalisation; http://nitinat.library.ubc.ca/ojs/index.php/tci; mathematics; students; transnational; university; white
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        item: #189 of 203
          id: tci-6
      author: Gough, Noel
       title: Editorial: A vision for transnational curriculum inquiry
        date: 2005-12-21
       words: 6429
      flesch: 38
     summary: It explores some theoretical and practical possibilities for building new transnational and transcultural solidarities in postcolonial curriculum inquiry and argues that building such solidarities requires a rethinking of the ways in which we perform and represent curriculum inquiry, so that curriculum work within a global knowledge economy does not merely assimilate national (local) curriculum discourses-practices into an imperial (global) archive. A vision for transnational curriculum inquiry.
    keywords: 2002; curriculum; curriculum inquiry; education; gough; http://nitinat.library.ubc.ca/ojs/index.php/tci; inquiry; journal; new; noel; public; research; solidarity; work
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        item: #190 of 203
          id: tci-65
      author: White, Julie
       title: Sustainable pedagogy: a research narrative about teachers, creativity and performativity
        date: 2009-01-12
       words: 7040
      flesch: 42
     summary: My interest in this sense of performativity is the development of teacher pedagogy, rather than the teaching act itself. Lyotard’s use of performativity in this context is therefore a helpful one, but the three quite different aspects of ‘performativity’ considered above provide interesting possibilities for consideration of teacher pedagogy.
    keywords: creativity; education; http://nitinat.library.ubc.ca/ojs/index.php/tci; learning; pedagogy; performativity; professional; research; sustainability; teachers; teaching; university; white
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        item: #191 of 203
          id: tci-66
      author: Gare, Arran
       title: Teaching an ecological world-orientation through teaching history
        date: 2009-01-12
       words: 3259
      flesch: 52
     summary: A number of philosophers have argued that narratives or stories are more primordial than logical or mathematical thinking. Young Australian students who have not developed the capacity to organize their experience of the world through stories, provide good empirical support for such claims.
    keywords: history; narratives; orientation; people; stories; world
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        item: #192 of 203
          id: tci-67
      author: Broussard, Julia T.
       title: Nüshu: a curriculum of women’s identity
        date: 2009-01-29
       words: 13205
      flesch: 61
     summary: Or did the social world of nüshu women allow for dissimilarity: “Some of us have suffered intensely, but not all of us have”? Nevertheless, the public venting of frustrations and airing of grievances occurred mainly through autobiographies, which were primarily, but not exclusively, written by older women and were only ever publicly performed in front of other nüshu women, never for the general public.
    keywords: autobiographies; ballads; broussard; chinese; curriculum; identity; inquiry; julia; mother; nüshu; practice; self; silber; son; texts; voice; women; zhao
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        item: #193 of 203
          id: tci-75
      author: Davis, Brent; Sumara, Dennis
       title: Complexity as a theory of education
        date: 2009-01-29
       words: 6872
      flesch: 42
     summary: This strategy is one of several that have been developed within complexity research, and it stands in stark contrast to, for example, the individual-focused emphases of imported frames anchored in behaviorist psychology or http://nitinat.library.ubc.ca/ojs/index.php/tci Brent Davis and Dennis Sumara: Complexity as a theory of education Transnational Curriculum Inquiry 5 (2) 2008 http://nitinat.library.ubc.ca/ojs/index.php/tci 35 constructivist epistemology. In an early narrative of the emergence of the field, Waldrop (1991) introduces the diverse interests and the diffuse origins of complexity research through a list that includes such disparate events as the collapse of the Soviet Union, trends in a stock market, the rise of life on Earth, the evolution of the eye, and the emergence of mind.
    keywords: complexity; curriculum; davis; education; http://nitinat.library.ubc.ca/ojs/index.php/tci; inquiry; new; phenomena; research; sumara; system; theory
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        item: #194 of 203
          id: tci-79
      author: Camden Pratt, Catherine
       title: Social ecology and creative pedagogy: using creative arts and critical thinking in co-creating and sustaining ecological learning webs in university pedagogies
        date: 2009-01-12
       words: 7465
      flesch: 56
     summary: 3 University generated unit feedback data (SFU), anecdotal evidence, student conversations, formative and summative unit feedback, and lecturer observations of student learning, student testimonials and emails. When critical autobiography is part of the unit and aspects of student lives are part of the content then feedback is even more crucial.
    keywords: arts; camden; ecology; http://nitinat.library.ubc.ca/ojs/index.php/tci; learning; pedagogy; personal; pratt; social; students; unit; university
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        item: #195 of 203
          id: tci-8
      author: Low, Marylin; Palulis, Pat
       title: Laboured breathing: Running with and against internationalizing texts of currere
        date: 2005-12-21
       words: 7582
      flesch: 59
     summary: Translation is always already – toujours déjà – what marks and re-marks the “detour of language in languages” as drift (Leavey, 1987, p. 36). We are crossing oceans now in drifting conversations – fragments in virtual space … detour of language in languages …
    keywords: breathing; curriculum; derrida; english; http://nitinat.library.ubc.ca/ojs/index.php/tci; language; palulis; press; running; space; translation; university; work
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        item: #196 of 203
          id: tci-81
      author: Lugg, Alison
       title: Journeys in/with ‘sustainability literacy’: Pedagogical possibilities in higher education contexts.
        date: 2010-01-03
       words: 11637
      flesch: 34
     summary: While the focus of the paper is an exploration of processes and outcomes of a post-graduate expedition conducted for an outdoor environmental education programme in Scotland, it is also, in a sense an expression of my own, ongoing journey of engagement with the concepts and issues relating to sustainability education and, in particular, the notion of sustainability literacy. However some of the key issues are highlighted to provide a context for the discussion of sustainability education and sustainability literacy in higher education and in outdoor and environmental education.
    keywords: curriculum; development; education; environmental; expedition; issues; learning; lugg; outdoor; report; skills; social; students; sustainability; sustainability education; sustainability literacy; world
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        item: #197 of 203
          id: tci-87
      author: Vongalis-Macrow, Athena
       title: The knowledge-doing gap: how organizational and health studies help understanding of the knowledge-doing gap in sustainability education.
        date: 2009-01-12
       words: 4771
      flesch: 37
     summary: The knowledge-doing gap: how organizational and health studies help understanding of the knowledge- doing gap in sustainability education Athena Vongalis-Macrow La Trobe University, Melbourne, Australia Introduction The examination of the knowing-doing gap evident in the transfer of sustainability knowledge into sustainability actions in schools, begins by reviewing the lessons learnt from organizational studies because, as in health systems, the organizational context of educational systems contextualises educational practices. For this reason, an exploration of the importance of the organizational context begins the theoretical examination of the knowing- doing gap exposed through the troublesome transfer of sustainability knowledge into practice.
    keywords: actions; change; education; gap; http://nitinat.library.ubc.ca/ojs/index.php/tci; information; knowledge; making; sustainability; transfer
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        item: #198 of 203
          id: tci-9
      author: Luo, Lixin
       title: Letter to my sister about Doll's 4 R's
        date: 2005-12-21
       words: 10058
      flesch: 64
     summary: In order to make learning possible, we need to make the difference between students’ former knowledge and present information perceivable and acceptable for students. As such, the learning tasks we provide to students should be slightly higher than students’ existing ability and can be finished by students with teachers’ help.
    keywords: curriculum; doll; education; learning; need; pattern; people; students; systems; world
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        item: #199 of 203
          id: tci-90
      author: Gough, Annette
       title: Towards more effective learning for sustainability: reconceptualising science education
        date: 2009-01-12
       words: 8871
      flesch: 33
     summary: As a starting point, this different agenda for environmental science education will involve some integration of the sciences, will be problem orientated, will consider the scientific aspects of real systems (not abstracted ones), and will (finally) recognise the need for contributions from other disciplines (Fensham 1978; Lucas 1980), rather than remaining separate from them. Towards more effective learning for sustainability: reconceptualising science education.
    keywords: curriculum; development; education; environment; gough; http://nitinat.library.ubc.ca/ojs/index.php/tci; inquiry; learning; research; school; science; science education; society; students; sustainability; technology; unesco
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        item: #200 of 203
          id: tci-91
      author: Sousa, Francisco Rodrigues
       title: Construir currículo na ultra-periferia da Europa em tempo de globalização: dois cenários alternativos (Curriculum making on the edge of Europe in the age of globalization: two alternative scenarios - Portuguese version)
        date: 2007-11-15
       words: 6479
      flesch: 45
     summary: No momento em que se redige este artigo, é demasiado cedo para avaliar com rigor se o currículo regional dos Açores está mais próximo de uma abordagem categorial ou de uma abordagem não categorial, embora alguns sinais sugiram que tem sido influenciado sobretudo por uma racionalidade categorial. Essa discussão incluirá uma caracterização geral desses dois tipos de abordagem e referências específicas ao currículo regional dos Açores.
    keywords: abordagem; através; açores; categorial; como; competências; construção; curriculum; currículo; das; diferença; dos; educação; entre; este; europa; exemplo; forma; http://nitinat.library.ubc.ca/ojs/index.php/tci; identidade; mais; mas; nos; numa; não; para; pode; por; portugal; que; regional; região; ser; sobre; sousa; são; tem; ultra; uma
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        item: #201 of 203
          id: tci-92
      author: Gough, Edited by Noel
       title: Commentaries and conversations on Jeanette Rhedding-Jones’s ‘Monocultural constructs’
        date: 2007-11-15
       words: 5184
      flesch: 46
     summary: Theoretical discussions have been left abruptly without providing examples related to early childhood curriculum practices so as to demonstrate concrete applications. And, I envisage this to be similar for early childhood teachers as they interact with young children from diverse cultures.
    keywords: childhood; children; curriculum; education; http://nitinat.library.ubc.ca/ojs/index.php/tci; jeanette; jones; language; mäori; new; rhedding
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        item: #202 of 203
          id: tci-94
      author: Sellers, Marg
       title: Review of Early Childhood Education: Society and Culture (edited by Angela Anning, Joy Cullen and Marilyn Fleer)
        date: 2007-11-15
       words: 2448
      flesch: 39
     summary: In this broad landscape of early childhood education, there are complexities of theorising~teaching~learning~doing as/of student~teacher in theoretical~ practical spaces of early childhood settings and teacher education contexts. Relating to early childhood teacher education, Sue Novinger, Leigh O’Brien and Lou Sweigman (2003) say, ‘A view of teacher as learner via collaborative and action-oriented classroom research positions teachers very differently than the expert discourse does: it puts them in charge of their own learning’ (p. 24).
    keywords: childhood; culture; education; learning; teacher
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        item: #203 of 203
          id: tci-95
      author: Yu, Jie
       title: A Zen Journey in the Living Map of Curriculum
        date: 2010-05-08
       words: 8441
      flesch: 65
     summary: For me, a graduate student in education, if the map of curriculum becomes the only tool for both teachers and student for directions, then this belongs to dead map. I remember my father often complains that one of the worst things of touring groups is that the guide only uses dead maps.
    keywords: control; curriculum; curriculum inquiry; education; inquiry; journey; living; living map; map; new; students; york; zen
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