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Evolution of Irish curriculum culture: understandings, policy, reform and change
Irish Educational Studies ( IF 1.576 ) Pub Date : 2021-04-08 , DOI: 10.1080/03323315.2021.1899028
Jim Gleeson 1
Affiliation  

Through the lens of contrasting curriculum cultures, the author considers the evolution of Irish curriculum policy and reform. Whereas our curriculum thinking and practice are grounded in an Anglo-Saxon/American culture, Didaktik curriculum culture and Stenhouse’s Process model provide valuable alternative perspectives. Our prevailing understandings of curriculum are reified, in an environment where curriculum reform/change are used interchangeably. Historically, our curriculum reform efforts have been characterised by centralised control and a paucity of research, debate, and school-based curriculum development. Meaningful curriculum change, however, challenges the cultural beliefs of employers, parents, and students and requires critical engagement with the professional beliefs and values of educational administrators, school leaders and teachers. Since the National Council for Curriculum and Assessment became statutory, our curriculum culture, and our understandings of curriculum change, have been evolving. This growing appreciation of the complexity of change is reflected in the discourse of the Framework for Junior Cycle. The influence of Anglo-Saxon/American curriculum culture remains palpable, however, while the impact of globalisation and market forces is evidenced in a growing emphasis on skills, competences and pre-determined learning outcomes. The author concludes that we have arrived at a hybrid curriculum culture whose future development is rather difficult to predict.



中文翻译:

爱尔兰课程文化的演变:理解、政策、改革与变革

通过对比课程文化的镜头,作者考虑了爱尔兰课程政策和改革的演变。尽管我们的课程思考和实践植根于盎格鲁-撒克逊/美国文化,但 Didaktik 课程文化和 Stenhouse 的过程模型提供了有价值的替代视角。在课程改革/变革可互换使用的环境中,我们对课程的普遍理解得到了具体化。从历史上看,我们的课程改革努力的特点是集中控制,缺乏研究、辩论和校本课程开发。然而,有意义的课程改革挑战了雇主、家长和学生的文化信仰,需要与教育管理者的专业信仰和价值观进行批判性接触,学校领导和老师。自国家课程与评估委员会成为法定机构以来,我们的课程文化以及我们对课程变革的理解一直在演变。这种对变化的复杂性的日益理解反映在初级周期框架的论述中。然而,盎格鲁撒克逊/美国课程文化的影响仍然显而易见,而全球化和市场力量的影响则体现在对技能、能力和预先确定的学习成果的日益重视上。作者总结说,我们已经形成了一种未来发展相当难以预测的混合课程文化。这种对变化的复杂性的日益理解反映在初级周期框架的论述中。然而,盎格鲁撒克逊/美国课程文化的影响仍然显而易见,而全球化和市场力量的影响则体现在对技能、能力和预先确定的学习成果的日益重视上。作者总结说,我们已经形成了一种未来发展相当难以预测的混合课程文化。这种对变化的复杂性的日益理解反映在初级周期框架的论述中。然而,盎格鲁撒克逊/美国课程文化的影响仍然显而易见,而全球化和市场力量的影响则体现在对技能、能力和预先确定的学习成果的日益重视上。作者总结说,我们已经形成了一种未来发展相当难以预测的混合课程文化。

更新日期:2021-04-08
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