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Titlebook: Curriculum Challenges and Opportunities in a Changing World; Transnational Perspe Bill Green,Philip Roberts,Marie Brennan Book 2021 The Edi

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發(fā)表于 2025-3-21 18:04:03 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書(shū)目名稱Curriculum Challenges and Opportunities in a Changing World
副標(biāo)題Transnational Perspe
編輯Bill Green,Philip Roberts,Marie Brennan
視頻videohttp://file.papertrans.cn/242/241517/241517.mp4
概述Includes 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
叢書(shū)名稱Curriculum Studies Worldwide
圖書(shū)封面Titlebook: Curriculum Challenges and Opportunities in a Changing World; Transnational Perspe Bill Green,Philip Roberts,Marie Brennan Book 2021 The Edi
描述.This book brings together voices and perspectives from across the world and draws in a new generation of curriculum scholars to provide fresh insight into the contemporary field. By opening up Curriculum Studies with contributions from twelve countries—including every continent—the book outlines and exemplifies the challenges and opportunities for transnational curriculum inquiry. While curriculum remains largely shaped and enabled nationally, global 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. .
出版日期Book 2021
關(guān)鍵詞Curriculum theory; global curriculum; curriculum inquiry; decolonising curriculum; national curriculum; I
版次1
doihttps://doi.org/10.1007/978-3-030-61667-0
isbn_softcover978-3-030-61669-4
isbn_ebook978-3-030-61667-0Series ISSN 2731-6386 Series E-ISSN 2731-6394
issn_series 2731-6386
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl
The information of publication is updating

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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
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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
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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
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