標(biāo)題: Titlebook: Curriculum Challenges and Opportunities in a Changing World; Transnational Perspe Bill Green,Philip Roberts,Marie Brennan Book 2021 The Edi [打印本頁(yè)] 作者: 無(wú)感覺(jué) 時(shí)間: 2025-3-21 18:04
書目名稱Curriculum Challenges and Opportunities in a Changing World影響因子(影響力)
書目名稱Curriculum Challenges and Opportunities in a Changing World影響因子(影響力)學(xué)科排名
書目名稱Curriculum Challenges and Opportunities in a Changing World網(wǎng)絡(luò)公開度
書目名稱Curriculum Challenges and Opportunities in a Changing World網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Curriculum Challenges and Opportunities in a Changing World被引頻次
書目名稱Curriculum Challenges and Opportunities in a Changing World被引頻次學(xué)科排名
書目名稱Curriculum Challenges and Opportunities in a Changing World年度引用
書目名稱Curriculum Challenges and Opportunities in a Changing World年度引用學(xué)科排名
書目名稱Curriculum Challenges and Opportunities in a Changing World讀者反饋
書目名稱Curriculum Challenges and Opportunities in a Changing World讀者反饋學(xué)科排名
作者: 令人發(fā)膩 時(shí)間: 2025-3-21 22:32 作者: 使虛弱 時(shí)間: 2025-3-22 00:34
Smoke and Mirrors: Indigenous Knowledge in the School Curriculumland, with relevance to other similar countries and in other sectors, particularly tertiary education. In Aotearoa New Zealand, education policy is increasingly moving in this direction in efforts to address persistent Māori inequity. This chapter queries the notion that Māori knowledge and language作者: athlete’s-foot 時(shí)間: 2025-3-22 05:49
The , as Modernity’s Dialectical Image: Critical Perspectives on the Internationalization Project inducational deployment, this work aims to critique modernity as educational project drawing on the . as its dialectical image; as well as, to connect this critique to the larger project of decolonization of academic educational fields, bringing the Latin American thinking of liberation into the conve作者: 秘方藥 時(shí)間: 2025-3-22 11:34 作者: 貨物 時(shí)間: 2025-3-22 16:13 作者: 貨物 時(shí)間: 2025-3-22 20:11 作者: 慌張 時(shí)間: 2025-3-22 22:34 作者: 昏迷狀態(tài) 時(shí)間: 2025-3-23 04:54 作者: Kidnap 時(shí)間: 2025-3-23 05:36
Curriculum–, and ,: A Language for Teaching?coming from postmodernism. As products of early modernity, both curriculum and . were conceived to comply with the characteristics of schooling of that time. Today, however, studies on curriculum and . should be carried out within a theoretical framework that transcends modern perspectives. The aim 作者: Seminar 時(shí)間: 2025-3-23 10:40 作者: 坦白 時(shí)間: 2025-3-23 16:01 作者: Accommodation 時(shí)間: 2025-3-23 19:21 作者: miscreant 時(shí)間: 2025-3-24 01:24
Relocating Curriculum and Reimagining Place under Settler Capitalismspecialist, I develop an argument about relations of scale that juxtapose the particular and the general in terms of both knowledge and the idea of place. I suggest that in order to confront current and emerging challenges in settler-capitalist societies it is necessary to address and redress histor作者: PLUMP 時(shí)間: 2025-3-24 02:31
Reconceptualizing the Multilingual Child: Curriculum Construction in Luxembourg how this affects the process of policy making. It will do so by taking the linguistic situation in the Grand Duchy of Luxembourg as an example, where the construction of identity is closely linked to institutional trilingualism. This is illustrated with reference to two notable acts of legislation 作者: 灌輸 時(shí)間: 2025-3-24 07:58
Bill Green,Philip Roberts,Marie BrennanIncludes contributions from every continent.Features a range of both experienced and emerging scholars, showcasing the current state of the transnational curriculum field.Offers a distinctive Antipode作者: JOT 時(shí)間: 2025-3-24 14:41
Curriculum Studies Worldwidehttp://image.papertrans.cn/d/image/241517.jpg作者: 小卷發(fā) 時(shí)間: 2025-3-24 18:35 作者: 橢圓 時(shí)間: 2025-3-24 20:16
978-3-030-61669-4The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: 聾子 時(shí)間: 2025-3-25 01:54
Defining and Debating the Common “We”his chapter introduces contemporary issues and debates in the transnational curriculum field, as engaged through the IAACS internationalisation project at the time of its recent triennial World Curriculum Studies Conference, held in Melbourne, Australia in late 2018. With a focus on the challenges a作者: larder 時(shí)間: 2025-3-25 03:44 作者: Receive 時(shí)間: 2025-3-25 09:09
Michelle J. Bellino,James H. Williamsland, with relevance to other similar countries and in other sectors, particularly tertiary education. In Aotearoa New Zealand, education policy is increasingly moving in this direction in efforts to address persistent Māori inequity. This chapter queries the notion that Māori knowledge and language作者: Ledger 時(shí)間: 2025-3-25 11:46
https://doi.org/10.1007/978-94-6300-860-0ducational deployment, this work aims to critique modernity as educational project drawing on the . as its dialectical image; as well as, to connect this critique to the larger project of decolonization of academic educational fields, bringing the Latin American thinking of liberation into the conve作者: 補(bǔ)充 時(shí)間: 2025-3-25 17:58 作者: BLOT 時(shí)間: 2025-3-25 23:35 作者: 油氈 時(shí)間: 2025-3-26 01:24 作者: Devastate 時(shí)間: 2025-3-26 07:46 作者: AVANT 時(shí)間: 2025-3-26 09:11
Teachers’ Professional Developmentds, motivations, and concerns. These different needs, motivations, and concerns are intricately interconnected, which means that no curriculum issue can be adequately addressed in isolation from the other parts of the curriculum. The complexity of the curriculum also means that curriculum making is 作者: Pillory 時(shí)間: 2025-3-26 15:00 作者: Decrepit 時(shí)間: 2025-3-26 18:32
Teachers’ Professional Developmentge-.-ethics together. We compare how the Social Realist (SR) approach valorises disciplinary knowledge and opposes life-based knowledge in curriculum, whereas the Funds of Knowledge (FK) approach puts disciplinary and life-based knowledge into dialectical interaction. Adapting Nancy Fraser’s criteri作者: Abduct 時(shí)間: 2025-3-26 22:52
Fatimah Ibrahim,Juliana Usman,Swe Jyan Tehalia, proposing that curriculum-historical inquiry is an important but under-developed aspect of Australian curriculum inquiry, but that nonetheless there is some indication that a focus on (post-)linguistic and discourse-theoretical perspectives provides new opportunities for work in this area. Wha作者: 多節(jié) 時(shí)間: 2025-3-27 01:52
https://doi.org/10.1007/978-981-10-7554-4ge’ (PNAIC), whose main action is the continuing education of literacy. From a discursive perspective of curriculum, it is argued that the curricular discourses produced within this programme take place in a displacement of signifiers such as formation, curriculum, quality, law and knowledge and are作者: 軍械庫(kù) 時(shí)間: 2025-3-27 05:53 作者: 膠水 時(shí)間: 2025-3-27 11:49
https://doi.org/10.1007/978-981-13-3498-6 how this affects the process of policy making. It will do so by taking the linguistic situation in the Grand Duchy of Luxembourg as an example, where the construction of identity is closely linked to institutional trilingualism. This is illustrated with reference to two notable acts of legislation 作者: 控訴 時(shí)間: 2025-3-27 14:12 作者: 火花 時(shí)間: 2025-3-27 17:59 作者: optic-nerve 時(shí)間: 2025-3-27 22:57
Michelle J. Bellino,James H. Williamss invisible Indigenous learners in the Australian education space, teachers are unsupported to develop a coherent pedagogical narrative about Indigenous ontologies, epistemologies and worldviews and work with these for productive and successful outcomes for Indigenous students.作者: Fibrin 時(shí)間: 2025-3-28 05:47 作者: BLINK 時(shí)間: 2025-3-28 09:51 作者: 琺瑯 時(shí)間: 2025-3-28 11:37 作者: 預(yù)防注射 時(shí)間: 2025-3-28 16:14
Curriculum–, and ,: A Language for Teaching?ntury education. In a non-binary treatment, special attention is given to a new concept of . as an integrated idea of curriculum–. and in its relationship with teaching through the understanding of schooling, curriculum policies and autonomy for teaching.作者: Contend 時(shí)間: 2025-3-28 20:16 作者: SPASM 時(shí)間: 2025-3-29 02:38 作者: 帶子 時(shí)間: 2025-3-29 04:12
Ajit S. Puri,Rajsrinivas Parthasarathyic and colonial atrocities while at the same time actively ‘staying with the trouble’ (Haraway, .) of ecological damage. This involves attention to place, but in the sense that place is necessarily relational and caught up in complex spatial dynamics that transcend any locale.作者: V切開 時(shí)間: 2025-3-29 07:56 作者: Visual-Field 時(shí)間: 2025-3-29 11:33
The , as Modernity’s Dialectical Image: Critical Perspectives on the Internationalization Project inrsation of the internationalization of Curriculum Studies. Therefore, the .’s existential hybrid resonates with curriculum studies’ own hybrid character. Such a resonance may well help in thinking an already begun-ongoing-unfinished international conversation in curriculum inquiry informed by dialogical encounters.作者: Metamorphosis 時(shí)間: 2025-3-29 17:09 作者: 凹室 時(shí)間: 2025-3-29 21:52
Book 2021lobal policy borrowing and scholarly exchange continue to influence local practice. Contributors explore major shared debates and future implications through four key sections: Decolonising the Curriculum; Knowledge Questions and Curriculum Dilemmas; Nation, History, Curriculum; and Curriculum Challenges for the Future. .作者: bacteria 時(shí)間: 2025-3-30 01:26 作者: avarice 時(shí)間: 2025-3-30 04:45
Teachers’ Professional Developmentm the Global South the chapter proposes the theoretical position of rural knowledges as distinct forms of knowledge. The chapter argues that such rural perspectives are not included in contemporary curriculum, with their ongoing marginalisation a form of epistemicide. The chapter uses the example of the curriculum hierarchy in Australia.作者: admission 時(shí)間: 2025-3-30 08:16 作者: Spinal-Fusion 時(shí)間: 2025-3-30 13:35
Development, Decolonisation and the Curriculum: New Directions for New Times?justice and, critically, empowerment? Four key positions are identified in the South African discussion, namely . and . The argument is made that, separately and taken alongside of each other, these four positions raise important questions about how we approach issues of marginalisation, . and exclusion in our curricula.作者: Osteoporosis 時(shí)間: 2025-3-30 17:23 作者: Minatory 時(shí)間: 2025-3-30 21:17 作者: Palate 時(shí)間: 2025-3-31 01:51
Curriculum Challenges and Opportunities in a Changing WorldTransnational Perspe作者: Cantankerous 時(shí)間: 2025-3-31 06:13
