Journal of Curriculum Studies Research
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The Far Reaching Impact of Transformative Curriculum
Full text linkThroughout the curriculum history in the United States, attempts to improve the educational outcomes have been challenging. Nonetheless, dealing with systems of curricular which have never delivered the highest quality of education to diverse body of students, let alone immigrants and English Language Learners (ELLs) has been even more problematic. Consequently, scholars and educators have increasingly been faced with dilemma of implementing robust transformative curriculum in schools for these particular students. This case study is based on narrative critical ethnography. The researcher collected data of seven students from five non-English speaking nations (immigrants) and ELLs within the high school setting for a year. Through observations, interviews, and focus groups, the findings suggest that the curriculum transformed them to believe more in their dignity and worth, achieve academic excellence, and the commitment to advocacy. The study concludes with the analysis of the transformative curriculum as the renaissance of the curriculum theory and practice and made recommendations for future research
Students’ representation of “other” religions
Full text linkoai:ojs2.curriculumstudies.org:article/2With the unfortunate abundance of religious conflicts in the world, it is important that attention is devoted to how students position themselves in relation to religions they do not associate with. On this score, a section of scholarship in social studies education has examined students making meaning of religio-historical and contemporary happenings. Yet, questions relating to students’ representation of “other” religions remain underexplored. From the Ghanaian context where this study is situated, official curriculum mandates teaching about religion, however, little to no evidence exist to support a claim that students’ attitudes change after learning this curriculum. To explore the disconnect, a qualitative study of six Ghanaian elementary schools were conducted for a three-month period. Through interviews, observations focus groups and document analysis, students’ representation of “other religions” were examined. Research outcome revealed that, students mediate their lessons on religion through the lens of their own experiences and metanarratives of their individual faiths. Consequently, they hold two forms of knowledge – authentic official knowledge used for examination purposes and secularized cultural knowledge used in practice. It is concluded that, the vestiges of colonialism and emergent imperialism are deeply implicated in students’ discourses around religion. Therefore, the missing link between content knowledge and attitudinal change may be explained by the failure of pedagogy to acknowledge the impact of contextual happenings on the realization of curriculum objectives. A solution to this conundrum will be for educators to connect academic knowledge to the out-of-school socio-cultural experiences of student
Book Review: Human Rights and Global Diversity: Basic Ethics in Action
Full text linkThis professional book review provides a critique of R. P. Churchill's (2006) book entitled Human Rights and Global Diversity: Basic Ethics in Action. His book is divided into three chapters: 1. Reasoning about Human Rights, 2. Debating the Universality of Human Rights, and 3. Human Rights and Cross Cultural Negotiations. Churchill presented the concepts and constructs of human rights, the universality of human rights and an argument for human rights. Churchill’s overarching claim for human rights was that they are the same for all human beings regardless where they reside. In addition to presenting the arguments for universal human rights he presented the oppositional constructs by the integration of the voices of notable theorists
Theoretical Constructs and Practical Strategies for Intercultural Communication
Full text linkDelving into English language education in Vietnam, this theory-oriented article aims to generate a new debate on critical cultural awareness (CCA) in light of increasing literature on intercultural communication competence (ICC), thus offering practical implementations to academic agents. Once ICC is strongly considered indispensable within communication, CCA can strengthen the power of sociocultural and psychological relationships. This study specifies the role of intercultural communication, aiming to develop Vietnamese learners to reach beyond abstract linguistic features towards language awareness by engaging in cultural and societal plurality. Seemingly, they need use language that advocate the enactment of change, fostering their abilities in their civic life. Coupled with that, they are obliged for learning the power of positive attitudes in terms of intercultural engagement, such as sympathy towards and acceptance of differences. Critical cultural awareness as a contribution to intercultural communication drives two primary aspects, namely social and psychological dimensions. In addition to dragging learners out of traditionally perceived skills related to native-like competences, the framework application expands potential goals and instructional steps that cover learning based on learner voice reflected upon privilege and power. Apparently, it is relevant in response to learning environment driven by social mechanisms which focus on citizenship, expecting that they learn and possess knowledge for certain purposes relating to career goals and social needs. Comprehensively, this study will outline the short examination of language education in Vietnam as a way to understand existing hindrances to be resolved. It anchored this analysis in a theoretical paradigm: critical cultural awareness, which is then critically embedded to involve social and psychological pedagogies. This enables to shift learners’ desire and willingness that hone their learning skills which influences academic success and communicative adaptability. Pedagogical implications are also suggested