首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
This article reports historical research which sought to understand the present‐day post‐secondary art curriculum through analysing its history in terms of changes in conceptions of art. It found that there have been six distinctive curricula: Apprentice, Academic, Formalist, Expressive, Conceptual and Professional. As a new curriculum has been introduced, it has co‐existed with much contained in a previous one. Most of the curriculum changes have taken place in the past 65 years. During this time, there has been a massive expansion in the education of artists and at the same time art schools accommodated first modernism and then post‐Duchampian aesthetics. A conclusion is that this has made for a very crowded curriculum. Moreover, despite there being an ever increasing choice of things a student might learn, it appears that there is nothing which all students have to learn. It can be problematic that one part of the curriculum is in contradiction to another part, and moreover this lack of a core raises fundamental, ontological questions about what art as a discipline is.  相似文献   

2.
Global citizenship education: mainstreaming the curriculum?   总被引：1，自引：0，他引：1  
There has been a resurgence of interest in global education in the UK as global issues are included within the requirements of citizenship education in national curricula. This paper examines the significance attached to global citizenship through Citizenship as a statutory subject at Key Stages 3 and 4 within the National Curriculum for England. Drawing on a web‐based project funded by the UK Department for International Development, the paper analyses a number of secondary school texts designed to support teachers and students in incorporating global perspectives into citizenship education. It seeks to answer the question: in what ways is global citizenship being mainstreamed? It suggests that NGOs and commercial publishers have different but complementary approaches to resources for global citizenship and that there is a strong case for greater collaboration between the two sectors.  相似文献   

3.
  相似文献   

4.
The benefits of drawing for children are wide‐ranging but are likely to be mediated by the art curriculum and other governmental guidance to teachers relevant to drawing/art. Furthermore, such statutory regulations vary between cultures, and therefore curricula represent an important influence on the cultural differences found in children's drawings. Previous articles on the teaching of drawing in Chinese schools have commented upon the emphasis placed on children copying from adult drawing models. However, a new art curriculum was implemented in Chinese infant schools (3–6‐year‐olds) in 2002, still in operation today, which instead places an emphasis on the children's enjoyment of drawing through making creative and expressive pictures from their imagination. This article describes the key objectives stated in the Chinese art curricula for infant schools. We also present an interview with a Chinese infant school teacher in which she provided in detail how the curriculum is typically applied to the teaching of drawing. The interview also provided some background context to why the curriculum was changed and to its delivery. The article comments on the pedagogical practices adopted, and comparisons are made with Western art education and, in particular, to the teaching of drawing/art in England for the same age group. Finally, we consider what implications the Chinese approach has for the ‘non‐interventionist’ approach to young children's drawing/art that is frequently found in Western art education.  相似文献   

5.
Since the introduction of the National Plan for Music Education there have been significant changes in music education within England. Whilst some celebrate figures that report increased access and engagement, many teachers and others continue to have legitimate concerns regarding the quality of the music education on offer in schools and Music Education Hubs. There are concerns that the provision of music education is incoherent and patchy across the country. Many would argue that the opportunity to access high-quality music education has become a ‘postcode lottery’. There is a sense that the fragmentation of music education as a result of curriculum reforms and the diversity of approaches taken by Music Education Hubs and other bodies has significantly enhanced this incoherence. This article seeks to review the policy and practice of music education in England over the last 10 years. It draws on recent research from various sources and maintains a particular focus on government policy and the consequences of this for the field as a whole. It reflects on how things could be improved in the future. It argues for a clearer focus on a practitioner-led approach to research and advocacy, in particular one led by the notion of ‘policy as practice’ rather than continuing with the current approach and its intrinsic failings.  相似文献   

6.
It is argued, through the example of art education seen from a broad cultural perspective, that the concept of lifelong learning implies common terms of reference for learning in all contexts in which learning takes place, especially in schools, colleges and universities. This implies a common approach to standards at all levels of formal educational provision. The disparity of school art and art in other learning contexts is discussed, and concepts of standards currently in use are examined and found to be highly problematic. The idea of practitioner referenced standards is introduced in relation to standards derived from educational theory and practice. In the case of art these are considered in terms of ‘what it is that artists do; what it means to engage with a work of art at first hand; what people have to say about artists and works of art; and what it means to engage in learning’. Ways of relating these standards to each other and to lifelong learning in the context of a research rationale for an art curriculum are put forward. In conclusion, it is suggested that co-ordination of the current review of the National Curriculum and the developmental work on standards currently being undertaken by the QAA would represent a basis for the establishment of appropriate standards for lifelong learning, although this would require a new level of co-operation between the relevant educational sectors. Such standards would assist in reducing the possibility that lifelong learning could develop as a further isolated and self-justifying educational sector in a divided national educational system. They would also provide an opportunity for post-modern thinking to make a worthwhile contribution to educational debate.  相似文献   

7.
This paper examines the onto‐epistemic status and understanding of contemporary material culture and of visual art, particularly in the context of gallery education. It does so through a case study of the response of 15 year‐old school students in the Czech Republic and in England to a recent photographic exhibition, I.N.R.I., created by artists Bettina Rheims and Serge Bramly. It supports and develops further the proposition that the tradition grounded in the concept of a single ‘objective’ interpretation of a work of art has been significantly undermined by the paradigmatic change that has taken place in the last decades. In the course of this process the vocabulary of signification (e.g. doves, the royal blue, temptations of Christ, class struggle) inherited from the age of ideologies and grand narratives has been significantly weakened. In its place there emerged the vocabulary of signs born out of the language of high tech media. It takes the form of dynamically constituted units identifiable via daily exposure to techno processes, e.g. familiar from advertising and networking, at best mere fragments of traditional narratives. The recognition of reality is couched in terms of consumer units originating in objects (e.g. gadgetry) and object‐based practices filling (indeed constituting) the living place of today. This shift is particularly apparent among English young people, brought up in a more consumer‐oriented society, and to a lesser degree among Czechs. This is well in keeping with the concept of the post‐modern ‘empirical spectator’ developed in recent literature on art and material culture education.  相似文献   

8.
Recent widening participation policies have been subject to a number of criticisms; they focus on aspirations rather than differences in performance; they place less value on the aspirations of the ‘disadvantaged’ comparing them to a middle class norm; they subordinate what was a radical agenda to the demands of the economy and so constrain the available options to young people. Using data from young people who have taken part in Aimhigher initiatives in the South West of England and from teachers who have organised Aimhigher events, this paper will examine to what extent these features of policy are evidenced in the attitudes and aspirations of these pupils. It will argue that the data shows little evidence of pupils positioning themselves as inferior, that young people display instrumental attitudes to education, but that these attitudes relate to policy discourse and practice in complex ways.  相似文献   

9.
In post-Mao China, wide-ranging reform programmes have affected almost every sphere of life. History education has been no exception, and in addition to attempts to revise teaching, learning and assessment methods, there have been preliminary forays into textbook pluralism and gradual devolution of curriculum development. History education professionals, however, are fully cognisant of their subject's ‘sensitivity’, and reforming goals and content of both the preactive and active curriculum has thus been a cautious endeavour. This chapter explores the progress of reform through the ‘officially authorised’ historical narratives and teaching goals specified in national curricula. It focuses primarily on the junior secondary curriculum, as primary school History has recently been absorbed by Social Studies, and senior secondary education is neither compulsory nor universally accessible. It is argued that while curriculum objectives and syllabus content remain largely circumscribed by ‘traditional’ views of history as moral-ideological education and by contemporary political imperatives, curriculum developers are also influenced by professional academic and pedagogical concerns, and by efforts to justify the status of History in an increasingly crowded curriculum.  相似文献   

10.
Discussion about the place of Shakespeare in education has been given new impetus by two recent developments ‐‐ one, the unique place given him in the National Curriculum, and the other, the rise of critical ‘theory’. The question ‘why Shakespeare?’ is not one which can be avoided these days, but equally it cannot be separated from the question of what is meant by ‘Shakespeare’ in the context of the school. Educational, as well as literary and cultural theories, are involved. Publishers have responded to the National Curriculum require‐ ment with a spate of new or re‐issued editions and resource books. This article reviews the range of approaches to be found in them and so goes some way not only to clarify the questions raised specifically by the use of Shakespeare in schools, but by extension about the value and purpose of teaching literary texts. I have taught Shakespeare in schools, further education, and higher education institutions and to adult groups and am at present responsible for courses on Shakespeare for students preparing to teach in the primary school sector.  相似文献   

11.
Considerable literature has been written over the last decade which indicates that the National Curriculum for Physical Education in England and Wales is being delivered ineffectively in primary schools. This paper discusses the key issues currently faced within primary PE and identifies why within Physical Education, primary matters appear to be of secondary importance, despite research indicating that such a stage of schooling holds the key to lifelong physical activity and proficiency in more complex activities such as sport. It is argued that to create a more successful model of PE and sport within the UK there needs to be a shifting of priorities and resources into the primary sector and the creation of a ‘bottom-up’ model, rather than continue to pursue policies that are ‘top-down’ in nature.  相似文献   

12.
This paper explores the ways in which the ‘nature of science’ (NoS) has been interpreted, accommodated and justified within school curricula since science was first schooled in the mid-nineteenth century. It explores how different interpretations of ‘the NoS’ have been invoked by those seeking to reform school science education in response to wider political, economic or social concerns such as the demand to ‘humanise’ school science teaching, to increase the supply of qualified scientists or to promote scientific literacy. It offers some comments upon the implications of these interpretations for current attempts to promote the ‘NoS’ in school science education. The focus of attention is England and, to a lesser extent, the USA but the issues raised are of contemporary relevance to many other parts of the world.  相似文献   

13.
This paper introduces rhizocurrere, a curriculum autobiographical concept I created to chart my efforts to develop place-responsive outdoor environmental education. Rhizocurrere brings together rhizome, a Deleuze and Guattari concept, with currere, Pinar’s autobiographical method for curriculum inquiry. Responding to invitations from Deleuze, Guattari and Pinar, to experiment, I have adapted their ideas to create a philosophical~methodological concept that draws attention to relationships between my pedagogical and curriculum research and the contexts that have shaped my life~work. This paper outlines rhizocurrere, its parent concepts and how I have enacted my attempts to think differently about curricula and pedagogy. The central question is not ‘what is rhizocurrere?’ but rather ‘how does/could rhizocurrere work?’ and ‘what does/might rhizocurrere allow me to do?’  相似文献   

14.
Abstract

Results from a survey of teachers’ understanding and implementation of moral education in primary schools in Trinidad and Tobago are presented here, against consideration of the role of moral education in schooling. The paper discusses the range of moral curricula available for the implementation of moral education in schools and constraints on implementation in the classroom. It also compares the need for and applicability of moral education programmes in developing and developed countries. In Trinidad and Tobago, noted for its population and religious mix, the role of moral education has been given importance from the highest levels at the Ministry of Education and elsewhere in government. The survey of a representative sample of teachers in primary schools throughout the country showed that they largely felt themselves responsible for introducing moral education to their pupils, although they rarely drew upon any specific curriculum. They tended to take a ‘virtues’ approach in their teaching of moral education, and were generally satisfied with the results of their efforts. There were few differences between understanding and implementation of moral education that could be attributed to age, sex, experience or responsibilities of the teacher, or the age of the pupils. These results are not just characteristic of a developing country as they mirror earlier findings in England and elsewhere.

  相似文献   

15.
Science in schooling has for the first time been recently considered as a verified whole for the 10 or 12 of its compulsory years, rather than for a limited sector of schooling or for a particular group of students. This has also been occurring as part of a wider review and plan for the whole curriculum of schooling. A framework has been provided consisting of a matrix of strands of intended content for learning across a number of levels approximating the years of schooling. There is a sense and expectation of continuous progression in the learning of science. Earlier notions of progression in science curricula are explored and compared with what has now appeared in the national curricula in England and Wales, New Zealand and Australia. The notions of curriculum opportunity and curriculum purpose for science education are introduced as factors that would lead to a shift in the sense of progression from a focus on Science itself to an emphasis on the learners' changing need of Science as they progress through the years of schooling. Specializations: science curriculum, environmental education, equity in education  相似文献   

16.
The article builds on prior arguments that research on issues of social justice in education has often lacked constructive engagement with education policy-making, and that this can be partly attributed to a lack of clarity about what a socially just education system might look like. Extending this analysis, this article argues that this lack of clarity is perpetuated by a series of contradictions and dilemmas underpinning ‘progressive’ debate in education, which have not been adequately confronted. At the heart are dilemmas about what constitutes a socially just negotiation of the binarised hierarchy of knowledge that characterises education in the UK, Australia and elsewhere. Three exemplar cases presented from contemporary education curriculum policy in England and Australia are used to illustrate these dilemmas. We then extend this argument to a series of other philosophical dilemmas which haunt education and create tensions or contradictions for those concerned with social justice. It is maintained that we need to confront these dilemmas in efforts to extend conceptual clarity in what it is we are seeking to achieve, which in turn can better equip us to provide the empirical and conceptual information necessary to effectively engage policy-making to remediate inequalities in education.  相似文献   

17.
Comparative education as a field of study in universities (and ‘comparative education’ as practised by nineteenth-century administrators of education in Canada, England, France and the USA) has always addressed the theme of ‘transfer’: that is, the movement of educational ideas, principles and practices, and institutions and policies from one place to another. The first very explicit statement of this way of thinking about ‘comparative education’ was offered in the early nineteenth century in France and was expressed in terms of the expectation that if comparative education used carefully collected data, it would become a science. Clearly – about 200 years later – a large number of systems of testing and ranking, based on the careful measurement of educational processes and product, have provided us with hard data and these data are being used within the expectation that successful transfer (of educational principles and policies and practices from one place to another) can now take place. A transferable technology exists. This article argues that this view – that ‘we’ now have a successful science of transfer – ignores almost all of the complex thinking in the field of ‘academic comparative education’ of the last 100 years; and that it is likely to take another couple of hundred years before it can approximate to being a science of successful social and educational predictions. However, what shapes the article is not this argument per se, but trying to see the ways in which the epistemology of the field of study (academic comparative education) is always embedded in the politics of both domestic educational reform and international political relations – to the point where research in the field, manifestly increasingly ‘objective’ is also de facto increasingly ‘political’. The article is about the ‘how’ and ‘why’ of that and what has been forgotten and what has not yet been noticed.  相似文献   

18.
Sociologists of education rooted in social realism have for more than a decade argued that knowledge matters in education, there are different kinds of knowledge, not all forms of knowledge are equal and that these differentiations have significant implications for curriculum. While this argument has made an important contribution to both theoretical and policy debate, the implications for curriculum have not been sufficiently addressed. In other words, a theory of differentiated knowledge has not translated into an adequate theory of differentiated curriculum. Drawing on Basil Bernstein’s work on knowledge differentiation and Karl Maton’s Legitimation Code Theory, this paper offers an empirically derived emerging framework for conceptualizing differentiated higher education curricula with a particular interest in occupationally and professionally oriented curricula. The framework illuminates the principles underlying curriculum differentiation, thus enabling a richer conversation about epistemological access and progression.  相似文献   

19.
Art educators have been promoting Community‐Based Art Education (CBAE) in schools in order to enhance students’ sense of socio‐cultural identity and contextual learning about local art and culture. It cannot only bridge the gap between the students’ daily lives and the communities and art, but can also enhance their inquiry, discovery and meaning‐making abilities. In China, the community‐based approach plays a significant role in the National Standards for Visual Arts, and Chinese art educators have been applying CBAE in school art education for decades. However, Western art educators are still unfamiliar with the issues, practices and challenges related to CBAE in China owing to language constraints. In light of the above, this article aims to initiate a dialogue between Western and Chinese CBAE researchers through discourse and discussions on the main issues related to CBAE in Chinese art education. It outlines current practices of, and issues related to, CBAE from the perspective of Chinese art education. It also discusses the three major challenges to the implementation of CBAE in China, namely the conflict between indigenous knowledge and official knowledge in the school art curriculum, lack of motivation among teachers, and neglect of context in the practice of local art in schools. It is hoped that this article it will enrich our overall knowledge of CBAE and contribute to the understanding of CBAE from a global perspective.  相似文献   

20.
The phenomenon in which students enter university under-prepared for the mathematical demands of their undergraduate courses, regularly referred to as the ‘Maths Problem’, has been widely reported in Ireland, UK, Australia, and the US. This issue has been of particular concern in Ireland recently, with beginning undergraduates’ performance of basic mathematical skills showing signs of significant decline in recent years. New mathematics curricula, commonly referred to as ‘Project Maths’, were gradually introduced into the Irish secondary school education system from 2010 onwards. These new curricula aim to place greater emphasis on student understanding of mathematical concepts, use of contexts, and applications of mathematics. This study analyses, through mathematics diagnostic test data gathered between 2008 and 2014, the change in the basic mathematical skills of beginning undergraduates over the time period in which the new mathematics curricula were introduced to secondary education in Ireland. It was found that students’ basic mathematical skills have declined over the time period during which the new mathematics curricula were introduced. Significant declines in beginning undergraduates’ performance of basic mathematical skills were observed during the period 2008–2014, particularly among students who have achieved Higher Level C grades and Higher Level D grades.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号