EDSOC511-19B (NET)

Curriculum Policy and Possibilities

30 Points

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Te Kura Toi Tangata Faculty of Education
Te Hononga Curriculum and Pedagogy

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: helen.findlay@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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The Curriculum, Policy and Possibilities programme aims to provide a critical theory and practice foundation for participants interested in curriculum thinking in educational contexts such as curriculum policy and implementation, curriculum leadership, and teacher curriculum development in the schooling sectors of education.

Participants engage with curriculum visions, ideologies, conceptions and discourses. Possibilities for policy and curriculum change and reform are examined through a range of educational contexts. Coursework includes independent research that critically informs and extends participants' policy and curriculum interests and educational roles and responsibilities.

The study of curriculum includes Aotearoa New Zealand curriculum policy orientations. However, through the Paper’s assessment programme, participants have scope to select and examine curriculum contexts of interest that relate to E.g. their home nation/international experiences of curriculum, issues, interests and preferences. Participants examine theories and ideas informing policies and curriculum visions. Understandings will develop of curriculum agency, voice, and representation, and how these are influenced by the circumstances (E.g. sociocultural, political, historical, economic) and educational contexts in which we participate.

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Paper Structure

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Guidance for weekly pedagogy will be posted by midday on Mondays and run through the week until the following Sunday evening (6.00pm).

Remember that NET pedagogy is your flexitime.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Examine the nature and purpose of curriculum in educational contexts, and understand policy visions, curriculum narratives, and people’s agency or otherwise in curriculum decision-making;
    Linked to the following assessments:
  • Critically examine curriculum discourses in educational texts, curriculum policies and media in the public domain;
    Linked to the following assessments:
  • Examine and critique policies that inform curriculum change through selected socio-economic, cultural, political, and historical contexts;
    Linked to the following assessments:
  • Question and evaluate selected cases of curriculum policy and decision-making in relation to societal issues/ influences/impacts of curriculum implementation;
    Linked to the following assessments:
  • Demonstrate scholarly processes and conventions of independent research, and develop writing skills and style of communication for a curriculum-oriented audience.
    Linked to the following assessments:
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Assessment

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. (1) Essay: Understanding curriculum purpose, decision-making, ideology
12 Aug 2019
11:30 PM
35
  • Online: Submit through Moodle
2. (2A) Researching and leading an online curriculum conversation
4 Oct 2019
11:30 PM
25
  • Online: Moodle Forum Discussion
3. (2B) Article developed from the 2A curriculum discussion
21 Oct 2019
11:30 PM
40
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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EDSOC-19B(NET) Curriculum Policy and Possibilities: Paper Readings

Curriculum: Conceptions and Ideologies 1
Henson, K. (2007). Concepts, theories, and models. In Curriculum planning: Integrating multiculturalism, constructivism, and education reform (pp. 127-165). Long Grove, IL: Waveland Press Inc.
2
Eisner, E. W. (2008). Questionable assumptions about schooling. In B. Slater-Stern & M.L. Kysilka (Eds.), Contemporary readings in curriculum (pp. 11-19, pp. 341-342). London, England: Sage Publications. 22
Carpenter, V.(2001). Curriculum and the (re)production of education. In V. Carpenter, H. Dixon, E. Rata & Rawlinson, C. Eds.), Theory in Practice for Educators (pp. 109-135). Palmerston North, New Zealand: Dunmore Press.28
Jesson, J. (2008). Teacher’s work is curriculum. In V. Carpenter, J. Jesson, P. Roberts, & Stephenson, B. Nga kaupapa here: Connections and contradictions in education (pp. 67-75). Melbourne, Australia: Cengage Learning Ltd. 43
Brown, D. F. (2008). It’s the curriculum, stupid! There’s something wrong with it. In B. Slater-Stern & M. L. Kysilka (Eds.), Contemporary readings in curriculum (pp. 291-298). London, England: Sage Publications. 49
Foshay, A. W. (2000). The curriculum matrix. In The curriculum: Purpose, substance, practice (pp. 1-15 & pp. 81-85) New York, NY: Teachers College Press. 54
Walker, D. F. (2003). Curriculum theories. In Fundamentals of curriculum: Passion and professionalism (2nd ed., pp. 55-93). New Jersey, NJ: Lawrence Erlbaum Associates. 65
Schiro, M. S. (2008). Introduction to the curriculum ideolgies. In Curriculum theory: Conflicting visions and enduring concerns (pp. 1-12). London, England: Sage Publications. 86
Scott, D. (2008).Introduction. In Critical essays on major curriculum theorists (pp. 1-19).Oxford, England: Routledge. 93
McNeil, J. (2006). The social reconstructionist curriculum. In Contemporary curriculum in thought and action (6th ed., pp. 25-43). New York, NY: John Wiley & Sons. 104
Lovat, T. J., & Smith, D. L. (2003). Curriculum, critical theory and the poststructuralist critique. In Curriculum: Action on reflection (pp. 99-111). Tuggerah, Australia: Social Science Press. 114

Politics of Curriculum: Reform, Change, & Promise
121
O’Neill, A-M. (2005). Shifting conceptions of curriculum and curriculum change. In P. Adams, K. Vossler & C. Scrivens (Eds.) Teachers’ work in Aotearoa New Zealand (pp. 112-132). Auckland, New Zealand: Thomson/Dunmore Press.122
Ozga, J. (2000). Policy research in educational settings: Contested terrain (pp. 38-55, 56-67). Buckingham, England: Open University Press.132
Edmondson, J. (2004). Understanding and applying critical policy study: Reading educators, advocating for change (pp. 13-20, 86-95). Pennsylvania, PS: PSUP.151
Codd, J. (2005). Politics and policy making in education.In P. Adams, K. Vossler & C. Scrivens (Eds.) Teachers’ work in Aotearoa New Zealand (pp. 28-38). Auckland, New Zealand: Thomson/Dunmore Press.166
Peters, M., with Besley, T. (2006). National education policy constructions of the knowledge economy. In Building knowledge cultures: Education and development in the age of knowledge capitalism (pp. 63-81). Oxford, England: Rowman & Littlefield Publishers Inc. 172

Curriculum: Possibilities and Shaping Forces 183
McKernan, J. (2008). A process-inquiry model for the design of curriculum. In Curriculum and imagination: Process, theory, pedagogy and action research (pp. 84-106). Oxford, England: Routledge. 184
McMurchy-Pilkington, C., & Trinick, T. (2008). Potential and possibilities. In V. Carpenter, J. Jesson, P. Roberts, & M. Stephenson, Nga kaupapa here: Connections and contradictions in education (pp. 133-143). Melbourne, Australia: Cengage Learning. 196
Bolstad, R., & Gilbert, J. (2008). The senior curriculum in New Zealand today. In Disciplining and drafting, or 21st century learning? Rethinking New Zealand senior secondary curriculum for the future (pp. 51-78). Wellington, New Zealand: NZCER Press. 203
Kalantzis, M. & Cope, B. (2008). Pedagogy and curriculum. In New learning: Elements of a science of education (pp. 191-209).Cambridge, England: Cambridge University Press. 219
Scott, D. (2008). Post modernism and the curriculum. In Critical essays on major curriculum theorists (pp. 136-146). Oxford, England: Routledge.229
Renshaw, P. & van der Linden, J. (2003). Curriculum as dialogue. In J. Terwel & D. Walker (Eds.). Curriculum as a shaping force: Toward a principled approach in curriculum theory and practice (pp. 18-32). New York, NY: Nova Science Publishers. 235
Wardekker, W. (2003). Curriculum as vision. In J. Terwel & D. Walker (Eds.). Curriculum as a shaping force: Toward a principled approach in curriculum theory and practice (pp. 1-17). New York, NY: Nova Science Publishers. 244
Noddings, N. (2004). War, critical thinking, and self-understanding. Phi Delta Kappan, 85(7), 489-495.252
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Recommended Readings

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Useful journal sources: E.g.

Journal of Curriculum Studies

Journal of Education Policy

Curriculum Perspectives

Waikato Journal of Education

Teachers and Curriculum

NZCER Set Research Information for Teachers

Curriculum Matters

Policy Futures

Journal of Curriculum & Pedagogy

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Other Resources

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Aotearoa New Zealand educational and curriculum-related online sites: E.g. New Zealand Ministry of Education and Te Kete Ipurangi links and sources;

Education Counts online

New Zealand Qualifications Authority: NZQA

National Monitoring Study of Student Achievement: NMSSA

Education Review Office: ERO

New Zealand Council for Educational Research: NZCER

Archives New Zealand

New Zealand History Net

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Online Support

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This Paper is wholly taught online and support is available from the University's Moodle Support Course.

http://elearn.waikato.ac.nz/course/view.php?name=MoodleSupport

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Workload

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This is a 30-point Masters paper, so 300 hours of learning are recommended.
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