1. Conflations, possibilities, and foreclosures: Global citizenship education in a multicultural context Author: Karen Pashby Source: Curriculum Inquiry 45.4 (Oct. 2015): 345-366. Abstract: This paper presents a critical framework applied to findings from a critical discourse analysis of curriculum and lesson plans in Alberta to examine the assumption that Canada is an ideal place for global citizenship education. The analysis draws on a framework that presents a critique of modernity to recognize a conflation within calls for new approaches to educating citizens for the twenty-first century. A main finding is that although the Alberta curriculum reflects important potential for promoting a critical approach, a conflation of different versions of liberalism often results in a false sense of multiple perspectives and a foreclosure of potential. The paper argues for a critical approach to global citizenship education that engages with the tensions inherent to issues of diversity rather than stepping over or reducing them to theoretically and conceptually vague ideas of universalism and consensus. .................................................................................................................. |
2. Texturing space-times in the Australian curriculum: Cross-curriculum priorities Author: David Peacock, Robert Lingard & Sam Sellar Source: Curriculum Inquiry 45.4 (Oct. 2015): 367-388. Abstract: The Australian curriculum, as a policy imagining what learning should take place in schools, and what that learning should achieve, involves the imagining and rescaling of social relations amongst students, their schools, the nation-state and the globe. Following David Harvey's theorisations of space-time and Norman Fairclough's operationalisation of these theories in the texturing of spatio-temporalities within policy texts, we seek to critically explore the cross-curriculum priorities of the Australian curriculum. These priorities – Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia's Engagement with Asia, and sustainability – collectively provide a “futures orientation” to the curriculum. They also mediate and assemble conflicting spatio-temporalities, aligning the purposes of Australian schooling with an instrumentalist concern for “Asia literacy,” whilst simultaneously recasting the space-times of neoliberal capitalism within “sustainable” social, cultural and environmental constraints. We suggest these conflicting space-time constructions come to an uneasy resolution with the Aboriginal and Torres Strait Islander histories and cultures priority, where Indigenous peoples are represented as anchoring a reconciled nation-state in a particular place, while it is re-mapped within an Asian economic region. Such curricula constructions potentially diminish student recognition of Indigenous peoples' ongoing struggles for self-determination and steer student knowledge of “Asia” towards the acquisition of a set of skills to exploit future economic opportunity. .................................................................................................................. |
3. The role of ideology and habitus in educational media production Author: Jeremy Stoddard Source: Curriculum Inquiry 45.4 (Oct. 2015): 389-409. Abstract: The notion that embedded meanings exist within media, and are informed by particular ideologies, is far from new. Analyses of curriculum, however, rarely examine empirically the role of these ideologies or the context of production. Instead, the ideologies are attributed to a “producer” representing particular power relationships or societal hegemony. In this case study, data collected as part of a study of an educational media organization are used to examine the role of ideologies in the production of complex multimedia curriculum, and their influences on the decision-making of the production staff and organization. Using activity theory and the concept of habitus in practice, the analysis identifies the complex internal and external role of ideological influences and contradictions that occur during the production of a virtual historical field trip program. The findings provide a nuanced and complicated view of the producer and the role of ideology in the production of educational media. It also provides evidence related to how external influences, such as academic standards, economic needs of the producer, and the desire to appear cutting edge in the use of technology, are mediated as part of the production process. Methodologically, this study makes contributions through the use of activity theory as a lens for examining the role of ideology within the organization, the role of actors and external tools on the organizational community, and the prominent role of the organizations habitus as a mediating tool and how it impacts the educational media they produce and the messages these media construct. .................................................................................................................. |
4. Bad kids and bad feelings: What children's literature teaches about ADHD, creativity, and openness Author: Clio Stearns Source: Curriculum Inquiry 45.4 (Oct. 2015): 410-426. Abstract: This paper uses data from children's literature and classroom narratives to consider hyperactivity, inattention, and other non-normative behaviors in children. It encourages educational thinkers and childhood mental health professionals to take a historical perspective on children's badness rather than consigning it to the realm of pathology. Juxtaposing behavior of ADHD-diagnosed children, as well as their overall experiences in school, to classic children's novels that show hyperactive, distractible, or otherwise aberrant behavior, the paper shows the danger and limitations of diagnosis as a lens for viewing childhood. The paper criticizes neurological and psychodynamic approaches that insist on controlling badness via diagnosis, failing to allow children space to tarry with badness. In particular, the paper argues that behaviors frequently associated with ADHD are conducive to creativity and openness in ways that must not be overlooked by professionals working with children. .................................................................................................................. |
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