HIGHLIGHTS
SUMMARY
Teachers are afforded less time for curriculum thinking and positioned as mere implementors, educational bureaucracies no longer engage with the curriculum innovations that were once core work, and space for conceptual thinking about curriculum in initial education programs has declined. My own perspective on these debates is that defining curriculum and curriculum inquiry is important work that can speak back to instrumentalist views but that as Yates has argued, curriculum inquiry necessarily takes in multiple and competing agendas. In terms of definitions of curriculum, my view is that curriculum can be understood as a . . .
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