curriculum studies

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tandfonline.com – From policy to practice: the illusion of Polishness in Polish immigrant community language and culture education

Posted on by Troels Gannerup Christensen - Læst 26 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Increasing mobility of people across nation-state borders leads to cultural and linguistic diversification and raises discussions about the inclusion of immigrant minority languages and cultures in education. This contribution investigates possible discrepancies between top-down curricular policies and bottom-up practices at a Polish complementary school in the Netherlands. It focuses on the implementation of the school’s curriculum in times of globalization and superdiversity and explores the maintenance of linguistic and cultural values in a multilingual setting. In doing so it uses the curriculum domains as introduced by Goodlad and colleagues, i.e. the ideological, formal, perceived, operational and experiential curriculum, as an interpretive framework to analyze possible discrepancies between curricular policies and educational practices. The results reveal discrepancies between top-down… Continue Reading →

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tandfonline.com – Seodang: A pilgrimage toward knowledge/action and “us-ness” in the community

Posted on by Troels Gannerup Christensen - Læst 15 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The purpose of this article is to present a Korean theory of epistemology and to provide an epistemological embodiment of Korean epistemology as it appears in a traditional, local village school called a seodang. A seodang’s curriculum is grounded upon individualized instruction and whole person education and emphasizes mutually respectful relationships that sustain supportive local communities. I have attempted to create an intersection between cultural elements present within Korea’s indigenous knowledge and innovative research methodology by making use of multilingual representations, visual interpretations of the text, and cultural poetry. By weaving together these two stripes of epistemology and methodology, I underscore the value of ethno-epistemology in curriculum and cultural studies as well as the need to imagine multi-linguistic,… Continue Reading →