第十三辑：Curriculum Inquiry 42卷5期文章

1. From Gouldner to Gramsci: The Making of Michael Apple's Ideology and Curriculum

Author: Isaac Gottesman

Source: Curriculum Inquiry, 2012, 42(5):571-596

Abstract:Michael Apple's Ideology and Curriculum, published in 1979, helped initiate a broad turn in the field of education in the United States to Marxist thought as a lens through which to analyze the relationship between school and society. This classic text continues to inform scholarship in the field. While Ideology has received considerable attention, less explored is Apple's scholarship that precedes Ideology. Structured by a chronological reading of articles republished in Ideology, this historical essay sheds new light on Apple's initial formulation of a critical approach to education. In particular, the essay reveals a significant shift in Apple's Marxist influences, from the work of Alvin Gouldner, Trent Schroyer, and Jürgen Habermas in the first half of the 1970s to work in the British New Sociology of Education (NSE) and the ideas of Antonio Gramsci in the second half. In addition to illuminating our understanding of Apple's thought and the history of the field, the essay suggests that reflecting on the intellectual history of the field can help us develop rigorous theory and nuanced analytical tools that enable us to critically examine the social order and push toward radical social change.

中文题目：从古德纳到葛兰西：阿普尔《意识形态与课程》的缘起

中文摘要：阿普尔的《意识形态与课程》于1979年出版，使美国教育领域开始广泛地转向马克思主义的思考，并提供了新的视角来分析学校与社会的关系。这部经典的著作不断为该领域的学术提供新的信息。然而，当《意识形态与课程》得到广泛关注时，很少有研究探讨过阿普尔《意识形态与课程》之前的研究。通过把有关意识形态的著作按照时间顺序重新编排，本文通过历史的方法展现了阿普尔对于批评教育理论视角的最初构想。本研究特别发现了阿普尔受马克思主义影响的明显的转变，从19世纪70年代前半段的阿尔文·古德纳（Alvin Gouldner）、特伦特·施洛尔（Trent Schroyer）和尤尔根·哈贝马斯（Jürgen Habermas）的著作，到19世纪70年代后半段英国新教育社会学（NSE）的著作和安东尼奥·葛兰西（Antonio Gramsci）的观点。除了阐明我们对阿普尔思想及历史背景的理解，本文提出，对本领域思想史的回顾能够帮助我们形成严谨的理论和精确的分析工具，使我们能批判地审视社会秩序并推动根本的社会变革。

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2.  But How Do We Talk About It?: Critical Literacy Practices for Addressing Sexuality With Youth

Author: Catherine Ashcraft

Source: Curriculum Inquiry, 2012, 42(5):597-628

Abstract:To date, literacy educators receive little instruction and, indeed, little research exists on facilitating critical discussions about sexuality in classrooms. Addressing these issues with students, however, grows increasingly urgent, particularly in light of critical media literacy efforts and progressive literacy pedagogies that incorporate students’ identities and life experiences into the classroom. Given the pervasive nature of sexuality in popular culture and in adolescent lives, such efforts are far less likely to be effective if educators ignore or repress this significant area of student experience. Addressing sexuality, however, is important not only because the current trend to ignore it is impeding current critical literacy efforts, but also because sexuality is itself an important site for students’ critical literacy development. In this article, I draw from my 9-month ethnographic study of a community-based educational program to offer an initial look at what classroom languages and practices for critical discussions of sexuality might look like. At the same time, I illustrate how these critical examinations of sexuality were frequently undermined by competing discourses of self-esteem. Ultimately, I identify implications for educators in public school classrooms, taking into account their differing constraints.

中文题目：但是我们如何提及它？：关于青少年性知识的扫盲实践

中文摘要：至今，扫盲教育工作者都缺乏有关课堂中怎样能更容易地讨论性的教学方法和研究。然而，解决学生这些问题变得越来越紧迫，尤其是在基本信息素养和进步的识字教学的影响下，学生的自我认同和生活经历被带入课堂。鉴于性在大众文化和青少年生活的普遍意义，如果教育者忽视或抑制学生经历中的这个重要部分，这方面的努力不可能有效。然而，性教育很重要，不仅因为目前对它的忽视阻碍了学生基本素养的形成，而且因为性本身是学生基本素养的形成的重要环节。在本文中，作者通过对一项基于社区的教育计划的历时9个月的民族志研究来基本观察一下讨论性知识的课堂话语和实践是什么样的。同时，作者阐述了在自尊话语的竞争下，性知识的测验是如何被破坏的。最后，作者根据公共学校课堂中教育者受到的不同约束对其进行分类。

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3.  Limiting Opportunities to Learn in Upper-Secondary Schooling: Differentiation and Performance Assessment in the Context of Standards-Based Curriculum Reform

Author: Lisl Fenwick 

Source: Curriculum Inquiry, 2012, 42(5):629-651

Abstract:This study presents an analysis of the consequences for students when performance assessment and differentiation practices are combined, as part of attempts to increase minimum standards within upper-secondary schooling. Recent standards-based curriculum reform in Australia demonstrates how a focus on minimum levels of achievement can limit the benefits of performance assessment and result in differentiation practices that define the learning contexts for specific groups of students and restrict their opportunities to learn and achieve. The conclusions presented are based on analyses of the revised curriculum design, as well as investigations into the implementation of the new curriculum within three schools. Teachers' planning documentation for learning and assessment, along with semi-structured interviews with school leaders, teachers and students, provided insight into school-based practices resulting from the revised curriculum. Analyses of both the curriculum and its early implementation reveal that standards-based reforms to curriculum can lead to differentiation practices that restrict outcomes for students who traditionally do not succeed in schooling. This study also demonstrates that the nature of the differentiation practices adopted by schools during the implementation of minimum standards depends on the prevailing perceptions and practices within local school contexts. 

中文题目：限制在中上等学校的学习机会：基于标准的课程改革背景下的分层与表现性评价

中文摘要：本研究分析了表现性评价和分层教学相结合时学生的学习结果，试图提高中上等学校的最低标准。澳大利亚近期的基于标准的课程改革展示了关注最低成就水平如何限制了表现性评价的优势并导致了界定特定背景学生群体学习背景的分层教学，并限定了他们的学习和成就机会。研究结论基于对新课程设计的分析以及对三所学校新课程实施情况的调查。教师课程计划文本以及对学校领导、教师和学生的半结构访谈为研究提供了审视新课程下的校本实践的视角。对于课程和早期的课程实施显示了基于标准的课程改革能够导致分层教学，限制了学校中那些本来不会成功的学生的学习结果。本研究也展现了在基于地方学校主流观念的最低标准的实施背景下被学校所采纳的分层教学的本质。

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4.  Governing Suzhi and Curriculum Reform in Rural Ethnic China: Viewpoints From the Miao and Dong Communities in Qiandongnan

Author: Jinting Wu  

Source: Curriculum Inquiry, 2012, 42(5):652-681

Abstract:This article examines the uptake of suzhi—roughly glossed as “quality”—in China's recent curriculum reform called suzhi jiaoyu(Education for Quality) in the rural ethnic context of Qiandongnan. It engages with three layers of analysis. First is a brief etymological overview of suzhi to map out its cultural politics in contemporary China. Agamben's theorization of People/people is invoked to elucidate how the keyword embeds the differentiation of bodies and the fabrication of the “others” through a civilizing mission. Second, the article surveys the genealogy of suzhi ideas-practices as the historical project of making the ideal personhood. It examines how suzhi's entanglement in Chinese historiography constitutes the moving target for the formation of educational subjects. Third, the article draws from my ethnographic research in southwest China to investigate suzhi's enactment in compulsory schooling and current curriculum reform. It provides nuanced empirical accounts to illuminate how suzhi/quality is understood, contested, and reappropriated in everyday pedagogical practices; how the bifurcated front- and backstage maneuvering in two village schools trouble the salvationary overtone of the suzhi-oriented curriculum reform. The lens of performativity is harnessed to move beyond the “loose coupling” theory and suggest undecidable interstices in the production of pedagogical subjectivity. Furthermore, this section explores how suzhi jiaoyu sits in a jarring relationship with indigenous cosmology to produce epistemic dissonance and disenchantment towards schooling. The article concludes with a call for provincializing the “universal” notion of quality and for a productive aporia in thinking about the limit-points of schooling. 

中文题目：中国农村民族地区的素质教育和课程改革：以黔东南苗族、侗族聚居区为例

中文摘要：本文考察了素质的内涵——简单的说就是“素质（quality）”，在黔东南农村民族地区，中国近期的新课程改革被称为素质教育（Education for Quality）。本文涉及三个层次的分析。首先，简要地对素质进行词源学考察来指出在当代中国的文化政策下素质的含义。阿甘本（Agamben）的人的理论阐释了一个关键词是如何产生分化并通过文化使命产生歪曲。然后，本文把素质的思想实践的谱系视作塑造理想人格的历史过程。这一部分考察了中国史学上的素质的混乱如何构成了教育科目形成的移动目标。最后，本研究通过在中国西南地区的民族志研究，调查了义务教育学校中的素质教育和目前的课程改革。这一部分通过微观的实证材料阐述了在日常教学实践中素质是怎样被理解、质疑并重新界定的；这两个村子的学校的表面的分歧和背后的做法是如何给素质导向的课程改革带来麻烦。本研究通过表演性的视角试图超越“松散耦合”理论，并指出不同教学主体产生的不可预计的分歧。除此之外，这一部分探究了素质教育如何在产生认知失调的土著宇宙学和对教育的认识之间的冲突关系中落实。本文在结尾中呼吁素质的“普遍化”概念应实现地方化，并考虑到边缘学校的实际困难。