In search of the Archemedian point (of view) on curriculum

University of MinhoInstitute of EducationResearch Centre in Education (CIEd)

European Conference on Curriculum StudiesFuture Directions: Uncertainty and Possibility

University of Minho - Braga, Portugal

October 18 and 19, 2013

EDITORSEuropean Conference on Curriculum Studies

Future Directions: Uncertainty and Possibility

José Carlos Morgado University of Minho, Portugal

Maria Palmira Alves University of Minho, Portugal

Isabel Viana University of Minho, Portugal

Carlos Ferreira University of Trás-os-montes

Filipa Seabra Open University, Portugal

Natascha van Hattum-Janssen University of Minho, Portugal

José Augusto Pacheco University of Minho, Portugal

ISBN: 978-989-8525-25-3

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THEME 1CURRICULUM AND SUPRANATIONAL POLICIES

THEME 2CURRICULUM AND ACCOUNTABILITY

THEME 3HIGHER EDUCATION - CURRICULAR CHALLENGES

THEME 4CURRICULAR PRACTICES AND DISCOURSES

THEME 5CURRICULUM STUDIES - THEORETICAL AND METHODOLOGICAL PERSPECTIVES

THEME 6CURRICULUM - IN BETWEEN THE SOCIAL AND THE PERSONAL

THEME 7CURRICULUM, INTERNATIONALIZATION AND COSMOPOLITANISM

SYMPOSIUM 1CRITIQUE AND REFLECTION OF DIGITAL TECHNOLOGY IN EDUCATION

SYMPOSIUM 2STUDENT TEACHERS NEED MORE THAN EVIDENCE – ARGUMENTS FOR THE PLACE OF THEORY IN THE TEACHER EDUCATION CURRICULUM

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The University of Minho is hosting the European Conference on Curriculum Studies, under the general theme “Future Directions: Uncertainty and Possibility” during October 2013 (18th and 19th). Euro-ACS is a research network on curriculum studies, not res-tricted to European scholars, but concerned directly with the state of the field of curriculum studies in Europe.

The association aims to contribute to the development of collabo-rative research efforts among scholars interested on Curriculum Studies and to promote curriculum research in Europe. In order to contribute to the advancement of curriculum studies in Europe, Euro-ACS organized the “European Conference on Curriculum Studies. Future Directions: Uncertainty and Possibility”.

This conference focuses on theoretical and practical issues con-cerning education and training, by addressing traditional issues such as curriculum design and evaluation as well as more recent issues which have been emerging in the field of curriculum stu-dies. Such recent issues include, but are not limited to, the social, political and economic contingencies of curriculum; contemporary analysis of curricular practices and discourses, and local and global dimensions of teaching and learning.

The goal of making the European Union the most competitive space in the world, based on knowledge economy, requires a deep debate on the role of Curriculum Studies for the production of new knowledge and its dissemination trough teaching and training, for which ICT plays a fundamental role. Questioning Curriculum Studies and studying educational experiences in formal and non-formal contexts also involves different perspectives, such as those from multicultural education, cultural studies and critical theory.

This conference is held in the context of an information society in which the interface between the capacity to communicate and education sustains generalized questioning. We are aware, with Morin (2000), that the future’s main vector of characterization is its uncertainty, which is also its main leaver for opportunity. Thus, the European Conference on Curriculum Studies suggests deep reflections and debates around its subjet: Future Directions: Uncertainty and Possibility, aiming to constitute a reference of

creative and critical promotion of the development of curriculum studies in the national and international contexts.

Nowadays, the world-culture benefits from close dialogues between theoretical perspectives on curriculum and their articula-tion with formal, informal and non-formal learning environments, considers learning is certainly working with others and an oppor-tunity for inclusive working and responding to diversity. To include is to learn a sense of collective belonging, a way of organizing life and the environments we lead; it is a way of knowledge which implies a vision of society, of universalization and an active and democratic participation by all, in respect for diversity.

Within this complex scenario, and defying the socioeconomic frailty that shadows over Europe, the European Conference for Curriculum Studies proposes to revive some old tensions between curriculum theory, educational practice and curriculum policy, questioning the precariousness of globalized knowledge in an ever transitioning society, as an opportunity for answering present issues, while looking to the future.

Communications present theoretical discussions or research products concerning curricular policies and practices. All papers concern the following Conference Themes:

1. Curriculum and supranational policies2. Curriculum and accountability3. Higher education: curricular challenges4. Curricular practices and discourses5. Curriculum studies: theoretical and methodological perspectives6. Curriculum: in between the social and the personal7. Curriculum, internationalisation and cosmopolitanism

Isabel VianaMaria Palmira Alves

José Carlos Morgado

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Scientific Committee AffiliationAhmet Ok Middle East Technical University, TurkeyAlan A. Block University of Wisconsin-Stout Block, USAAlfredo Veiga Neto Federal University of Rio Grande do Sul, BrazilAnita Kärner University of Tartu, EstoniaAntonio Bolívar University of Granada, SpainAntonio Flávio Moreira Catholic University of Petropolis, BrazilBerit Karseth University of Oslo, NorwayCarlinda Leite University of Porto, PortugalCarlos Ferreira University of Trás-os-montes e Alto Douro, PortugalCiaran Sugure University College Dublin, IrelandDavid Scott University of London, UKDennis Theissen University of Toronto, CanadaEero Ropo University of Tampere, FinlandEric Mangez Catholic University of Louvain La Neuve, BelgiumFilipa Seabra Open University, PortugalGerry McNamara Dublin City University, IrelandIsabel Barca University of Minho, PortugalIsabel Viana University of Minho, PortugalIvor Goodson University of Brighton, UKJean Marie De Ketele Catholic University of Louvain La Neuve, BelgiumJesus Maria Sousa University of Madeira, PortugalJoe O’Hara Dublin City University, IrelandJohan Muller University of Capetown, South AfricaJosé Augusto Pacheco University of Minho, PortugalJosé Carlos Morgado University of Minho, PortugalJuan Escudero Muñoz University of Murcia, SpainKirsten Sivesind University of Oslo, NorwayLuís Tinoca University of Lisbon, PortugalLyn Yates University of Melbourne, AustraliaMaria José Leon University of Granada, SpainMaria Palmira Alves University of Minho, PortugalMark Priestley University of Stirling, UKMichael Young University of London, UKMiguel Zabalza University of Santiago de Compostela, SpainNatascha van Hattum-Janssen University of Minho, PortugalÖzcan Demirel Hacettepe University, TurkeyPer Fibaek Laursen Aarhus University, DenmarkPreciosa Fernandes University of Porto, PortugalReginald Bourton University of Luxembourg, LuxembourgRita Branches-Chyrek University of Wuppertal, GermanyRita Irwin University of British Columbia, CanadaRob Moore University of Cambridge, UKSøren Kruse Aarhus University, DenmarkSuat Pektas Ankara University, Turkey

William Pinar University of British Columbia, Canada

Chairs AffiliationJosé Augusto Pacheco University of Minho, PortugalNatascha van Hattum-Janssen University of Minho, PortugalFilipa Seabra Open University, Portugal

Organising Committee AffiliationJosé Augusto Pacheco University of Minho, PortugalNatascha van Hattum-Janssen University of Minho, PortugalFilipa Seabra Open University, PortugalJosé Carlos Morgado University of Minho, PortugalMaria Palmira Alves University of Minho, PortugalCarlos Ferreira University of Trás-os-montes e Alto Douro, PortugalIsabel Viana University of Minho, PortugalHeidi Paju University of Tallinn, EstoniaLiliana Teixeira University of Minho, Portugal

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Curriculum Policy in Action: Distributed Social Construction of Curriculum Policy and Its Dynamic from Chinese Experience and Abstract Discourse (ECCS)Liya Tu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Teacher Education Programs (TEPs) in Diverse Countries: Turkey, USA, Japan, Portugal, Finland, Singapore and New ZealandGülbahar Yılmaz, İlkay Doğan Taş, Alper Yetkiner and Meryem Hamsi . . . . . . . . . . . . . . . . . . . . . 31

Curricular Policies and Practices in the Education of Young People and Adults: perspectives in support of the educational workDjanira do Espirito Santo Lopes Cunha and Maria da Glória Carvalho Moura . . . . . . . . . . . . . 39

Full-Time, Integrated Education: Challenges for Vocational Training in Basic EducationMaria da Glória Carvalho Moura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Public evaluation and curriculum: teachers’ point of view considering educational public policiesLeandro Trindade Pinto and Viviane Arena Figueiredo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Curriculum for Social Change in Human DevelopmentAngelina Oyibo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

The Program Reform ın Primary Education in Turkey: What do Studies Say?Mehmet Gultekin and Fatih Mehmet Cigerci . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

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How the Digital Technology Shapes School Curriculum—A Review of Taiwan’s E-schools ProgramsShu-Ching Chou . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Results and accountability - Marginalization of the educational interpersonal spaceAnneli Frelin and Jan Grannäs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Transitions – experienced curriculum by students in transition for other schools or for the labor marketAna Cristina Torres and Ana Mouraz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

The impact of the external evaluation in the professional identity of the early childhood education teachers based on a quality evaluation modelJoana Sousa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Assessing curriculum development through schools’ external evaluation – which referents in Portugal andCarla Figueiredo, Carlinda Leite and Preciosa Fernandes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Quality Assurance Through Curriculum DevelopmentGawie du Toit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

The Emergence of Accountability in the Portuguese Education SystemAlmerindo Afonso . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

External Evaluation of Schools in Portugal: effects on schools’ dynamics.Carlinda Leite, Preciosa Fernandes, Ana Mouraz and Marta Sampaio . . . . . . . . . . . . . . . . . . . . . . 117

External School Evaluation in Portugal – a glance at the impacts on curricular and pedagogical practicesCarlinda Leite, José Carlos Morgado and Filipa Isabel B . Seabra Borges . . . . . . . . . . . . . . . . . . . . 124

Pre-school education in Portugal: effects of external evaluation on public and private institutionsEduarda Cristina Rodrigues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

The impacts and effects of external evaluation of schools on the structure of intermediate level of managementNatália Costa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

The curriculum of music education specialist face to accountability: ambiguities, standardization and singularitiesHelena Queirós and António Vasconcelos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

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Student Experiences in Undergraduate Anatomy: an exploration if inquiry learning as an authentic experienceLauren Anstey and Ann Marie Hill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

Higher Education Institution and its Contribution towards the Construction of a Multicultural School CurriculumAna Canen and Giseli Xavier . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

Factors Associated with the Academic Performance of Engineering Students of The UCR Interuniversity Campus From AlajuelaSofia Bartels and Hennia Cavallini . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163

Emerging Debates: between social problem andacademic knowledgeSilvia Teresa M . Gasó, María Florencia Bisignani, Camila María Carlachiani, Romina Luján Craparo, Marta Cristina Crivelli, Érica Ester Iturbe and Nora Mirna Smitt . . . . . . . . . . . . . . . . . . . 181

The assessment of learning in initial teacher training: from the program guidelines to teachers’ discourses about their assessment practicesCarlos Alberto Ferreira . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

The Agronomic Engineering Course in Brazil and the National Curriculum Guidelines: a case studyMaria Angélica P . Pipitone, Gabriel Maurílio C . Freitas, Simael Rosim and Pedro Soares . . 190

The changing landscape of master’s degree curricula: a view from New ZealandIneke Kranenburg and Lizzie Kelly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198

Teaching in the Postmodern Era: A cultivation process of teaching in teacher education.Liisa Hakala . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203

Curricular changes in higher education in Mexico (2002-2012)Frida Díaz-Barriga and Concepción Barrón-Tirado . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208

The Evaluation of Teacher Trainees’ ProgramIsa Korkmaz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217

Curricular changes in higher education – the challenge of Faculdade de Ciências Médicas da Universidade Nova de LisboaJoana Marques and Patrícia Rosado-Pinto . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223

Higher Education policies in Portugal, in the post-Bologna period: implications on curricular development and demands for teachingCarlinda Leite and Kátia Ramos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228

Action research as a means for reforming curriculumVassilis Tsafos and Eleni Katsarou . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234

Context-based learning curriculum: focusing on critical thinking development through an emancipatory pedagogyJosé Renato G . Júnior, Sylvia Barton, Sonia Maria V . Bueno, Marília Ferranti M . Scorzoni and Elton Carlos Almeida . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240

A validation collaborative experience on competency oriented curriculum changeMónica García Hernández and María del Carmen V . Valverde . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246

Educational technology and digital-Baby: perceptions of nursing students in learning the clinical assessment of preterm infants.Danielle Monteiro V . Dias, Luciana Mara M . Fonseca, Fernanda Salim C . Castro and José Carlos A . Martins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251

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Curriculum as intentional and dynamic process in higher educationJohanna Annala and Marita Mäkinen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256

IPS’ Technology and Industrial Management Graduate Course: A curriculum follow-up analysisRodrigo T . Lourenço, Elsa C . Ferreira, Rogério Duarte, Helena Gonçalves and Joana Duarte

Status of Technical Education Curricular in the Training of Federal Network Teachers on BrazilAdélia Costa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270

The curriculum for initial teacher training on the perspective of academic teachers at public Universities in São PauloCláudia Galian, Sônia Penin and Vera Valdemarin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280

Educational technology in teaching nursing students on clinical evaluation of the preterm babyLuciana Mara M . Fonseca, Ananda Fernandes, Luís Manuel C . Batalha, Jorge Manuel A . Apóstolo, José Carlos A . Martins and Manuel Alves Rodrigues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285

Innovative Curricula and Teachers TrainingM . T . Masetto and Cristina Zukowsky-Tavares . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290

Assessment of Learning in Higher Education: a case study in a Law Course of a Portuguese UniversityCely Nunes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295

Teaching, Learning and Assessment in a Portuguese University: The Perceptions of Students and TeachersPedro Rodrigues, Gilda Soromenho and Isaura Devesa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300

The Curriculum in the Initial Physical Education Teacher Formation in the courses coordinators perspectiveRicardo Lima, Rui Resende and Sílvia Cardoso . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305

Teaching and Learning Perspectives in Higher EducationMaria Palmira Alves, José Carlos Morgado, Susana Cruz Rodrigues and Elvira Raquel Silva

The challenge of involvement in teacher education: the perceptions of university teachers of scientific disciplines

in Biological Sciences undergraduates with new curriculum proposals linking theory and professional practice, in Bahia, BrazilAna Verena Madeira and Roberto Sidnei Macedo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318

The preceptorship in team as a mechanism for effecting of the National Curriculum Guidelines of MedicineMaria Maciel R . Anjos, Viviane Xavier L . E Silva and José Ayron L . Anjos . . . . . . . . . . . . . . . . . . . . 323

Challenges to Curriculum Reformulation in the Teacher EducationJosé Ayron L . Anjos, Kátia Calligaris Rodrigues, Kátia Silva Cunha and Tânia Maria G . D . Bazante . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330

Curriculum and Social Responsibility: a comparative study of perceptions of engineering students from four universitiesLiliana Teixeira, José Carlos Morgado, Natascha Van Hattum-Janssen, Maria Sánchez Fernández and Susana Caires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335

Higher Education in Portugal and Cape Verde: curricular challengesBartolomeu Varela and Tânia Pestana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342

Homework Interests of Primary School Education Department Students and the Determination of Predicted VariablesAyten Iflazoğlu Saban . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346

Teaching Profession Anxiety Levels of Preservice TeachersRaşit Özen, Sevilay Yıldız and Kaya Yıldız . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355

The Challenges of Medical Curricula in Turkey: Taking lesson from pastSevgi Turan and İskender Sayek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362

Science Perception by Means of Metaphors and Views about the Nature of ScienceAhmet Saban and Ayten Iflazoğlu Saban . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 366

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The Views of Senior Students at the Department of Elementary Education on Program Development CompetenciesSüleyman Çelenk, Sevilay Yıldız and Demet Baycan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378

The Analysis for the Effect of Classroom Climate on the Students of Primary TeachingPınar Kızılhan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384

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The Effects of Using Jigsaw Technique (Based on Cooperative Learning Model) in Information Technology TeachingSerkan Dincer, Ozan Senkal, Mustafa Mavasoglu and Emre Sezgin . . . . . . . . . . . . . . . . . . . . . . . . . 401

Some curricular practices that may be obstructing the way to a better secondary educationAdriana Aristimuño . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408

The Students’ Perspectives of a Multicultural Curricular Practice of Internationalization in Higher Education in Taiwan— Enrollment in the General Education Humanity and Arts Area “Music Cultures of the World” Course as an ExampleShih-Yu Lin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413A Reflection on Curriculum in Cultural Diversity: A Dialogue between the Policies and Needs for Indigenous Young Children’s Language and Culture Education . . . . . . . . . . . . . . . . . . . . . . . . 421Chou Mei Chueh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421

Policy discourses and teacher curriculum practicesChou Mei Chueh, Shih-Yu Lin, Yu-Wen Wang and Shu-Hui Cheng . . . . . . . . . . . . . . . . . . . . . . . . . . 426

The discourse of teacher professional development and its alternativesYu-Wen Wang . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 434

Genealogy and Imorality – discussions about curriculum in schooled spacesCristiano Bedin da Costa, Ieda Giongo and Suzana Feldens Schwertner . . . . . . . . . . . . . . . . . . . 442

Future Teachers’ Understandings of Theory and PracticeDaniel Mardones Johnson, Marilyn Johnston-Parsons, Selahattin Kaymakci and Wendi Shen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445

Determining General Professional Competencies of an Elementary Maths Teacher: A Case StudyMemet Karakuş and Buket Turhan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 452

Living together or Dying together: Rethinking the role of Curriculum Studies under postmodernityWenjun Zhang . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 463

Curriculum regulation in England, the Netherlands and Scotland: a comparison of trendsMark Priestley, David Leat, Nienke Nieveen and Wilmad Kuiper . . . . . . . . . . . . . . . . . . . . . . . . . . . . 471

Curricular Articulation between Pre-School Education and the First Cycle of Basic Education: Relevance and Practical ImplicationsLúcia Maria Teixeira and Ana Paula Cardoso . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 490

Experiencing Curriculum through Body: Insights from Chinese Body ThinkingXuyang Qian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 495

Curriculum development: Content in context and language learning in EstoniaUrve LÄÄnemets and Katrin Kalamees-Ruubel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 502

Towards competency curriculum. The large-scale process at a private mexican universityMaría del Carmen V . Valverde and Mónica García Hernández . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 509

Bringing Disability Awareness into the General CurriculumSílvia Alves and Pedro Lopes-dos-Santos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 514

Prescribed outlook to change: A critique of the newly devised National Curriculum (NC) in the Iranian educational contextAli Zand and Mahmood Mehrmohammadi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 519

Improving curriculum through pupils consultation. Outcomes of an ongoing research developed in Cantabria (Spain).Ignacio Haya, Adelina Calvo and Noelia Ceballos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 524

EDITORS

ORGANIZATION

INTRODUCTION

COMMITTEES

SPONSORS

THEME 4

The Finnish School in Cross pressures of ChangeHelena Rajakaltio and Marita Mäkinen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 530

The discourses on the curriculum made public issues by the mediaAna Mouraz and Ana Cristina Torres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 537

Development of School Curricula and Estonian Teachers` CooperationImbi Henno, Viive-Riina Ruus, Priit Reiska, Kairi Osula and Sirle Oja . . . . . . . . . . . . . . . . . . . . . . . . 544

The voice of the teacher in the making of curriculum: Challenges faced by a Macao English language teacherMatilda Wong and Sou Kuan Vong . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 550

National curriculum vs curricular adaptation – teachers’ perspectivesCarlinda Leite, Preciosa Fernandes and Carla Figueiredo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 556

The Curriculum Integration in Teacher Training: a reflection focused on supervised teaching practice in Higher School of Education of ViseuAna Paula Cardoso, Esperança Ribeiro, Luís Menezes, Carla Lacerda, Rocha João and Maria Figueiredo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 562

The development of key competences in Europe: implications from practice, policy and researchLuís Tinoca . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 568

Curriculum: mirror and reflection of the daily life of schoolsFilipa Duarte, Amélia Lopes and Fátima Pereira . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 573

The vocational areas in the curriculum of classes with alternative curriculaMaria da Glória Santos and Maria Ivone Gaspar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 577

The curriculum matter in the special education sphereMaria Antônia Alves-Oliveira . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 582

Curriculum, Discourse and Culture: The cultural pedagogies and the processes of subjectivity in questionA . P . R . Santos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 587

Depleting the curriculum: teaching digital platforms and curricular impoverishmentCarlos Nogueira Fino . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 593

In Search of the Archimedean Point (of view) on the Curriculum.Luís Timóteo Ferreira . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 599

Nationalisation and Universalisation of the Primary School Curriculum in Portugal: Origin and school Practices. For a Comparative Historical Sociology of School Knowledge (1835-1910)Sílvia de Almeida . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 603

The Discourse of Reforms of Public Instruction, 1835-1901 – Concepts and Ideological Conceptions in the Legitimation of Primary Education and the Curriculum of the Portuguese LiberalismDavid Justino and Sílvia de Almeida . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 611

The National Geography Curriculum for Basic Education in Portugal: practices, discourses and changes.Felisbela Martins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 617

A Discourse of Teacher Autonomy: Changes in the Estonian Public School Curriculum of 1996, 2002, 2011.Maria Erss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 622

Recognition of experience: Challenges for the Curriculum and assessmentSusana Cristina Pinto . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 628

Common Sense and Common Schools: Paine on Vouchers, Democracy and InequalityJames Stillwaggon, Kristen Brescia and Conor Callagy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 641

The curricular differentiation in the music lessons context: teaching to different types of learnersVivianne Aparecida Lopes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 646

CULTURis: a creative Project between teaching and learning – vision on ICT in educationIsabel C . Viana, Ricardo J . Machado and Ana M . Serrano . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 653

EDITORS

ORGANIZATION

INTRODUCTION

COMMITTEES

SPONSORS

THEME 4

National Exams: Impacts and Effects on Teachers’ PracticesMicaela Marques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 661

Curriculum and Pedagogical Innovation: an intersection (im)possible?Maria Adelaide Ribeiro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 667

Towards a Critical Analysis of Curricular Practices of Eight Higher Education TeachersDomingos Fernandes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 676

Analysis of Articles Published in the Field of Critical Thinking between the Years 2000-2012Asuman Seda Saracaloglu, Kerim Gundogdu, Nurtaç Ustundag, Mehmet Altin, Berkay Celik and Ezgi Dogan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 681

Education and culture: a complementary relationshipTânia Pestana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 688

The Analysis of the New Development in the Turkish Education System (4+4+4) In Respect to Program PreparationAdnan Küçükoğlu and Nermin Karabacak . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 693

The Evaluation of Microteaching Lessons’ ApplicationsServet Demir and Adile Sağir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 699

The Assessment of the General Secondary Education Curricula in TurkeyNevriye Yazçayir, Kıymet Selvi and Özcan Demirel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 707

The Evaluation of the Application Process of the Elementary Science and Technology CurriculumSüleymen Çelenk and Zeynep Demirtaş . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 714

EDITORS

ORGANIZATION

INTRODUCTION

COMMITTEES

SPONSORS

THEME 5

Curriculum Possibilities: enabling students with ‘developmental disabilities’Ann Marie Hill, Anstey Lauren, Katherine Gallinger and Alexandra Penn . . . . . . . . . . . . . . . . . . 724

The Hangzhou Model of Internationalization of Curriculum StudiesHua Zhang, Wenjun Zhang and William Pinar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 730

The Hidden Curriculum in Technology Business Based IncubatorsFrancisco Jose Zagari Forte and Emanuel Ferreira Leite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 736

Creative Expressive Pedagogy – A new learning methodology for a new curriculumMax Haetinger and Rui Trindade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 747

A music in the curriculum or a musical curriculum?Carlos Velázquez . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 755

Schooled and unschooled places from a genealogical perspectiveSuzana Feldens Schwertner, Angelica Vier Munhoz and Morgana Domênica Hattge . . . . 760

Toward a Multidimensional Concept of Curriculum: Understating Curriculum as Phenomenon, Field and DesignDaniel Johnson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 765

An academic curriculum as a learning environmentUlla Hotti . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 770

Curriculum content and the engagement issue: problems for the sociology of knowledgeKate O’Connor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 774

Entrepreneurship in school: an open space for creativity and to the enrichment curriculumArcângela Carvalho and Ana Cláudia Cavaco De Sousa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 779

Literacy: A holistic and integrative curriculum approachAna Cláudia C . Sousa and Arcângela Carvalho . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 784

Possibilities of pedagogy of participation from the discourse of educational professionals. An ethnographic research carried out in schools of different educational levelsTeresa Susinos Rada, Carlos Rodríguez-Hoyos and Angela Saiz Linares . . . . . . . . . . . . . . . . . . . . 790

Curriculum Studies between Macro-Perspectives and Micro-Levels: About Teachers’ Professionalization in Switzerland in the 18th-19th CenturyIngrid Bruehwiler and Daniéle Tosato-Rigo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 796

Trends of Researches Related to Curriculum in Brazil in the last 10 YearsJoão Pedro Pezzato, Rita de Cassia G . Shimizu and Iara Leme R . Cury . . . . . . . . . . . . . . . . . . . . . . 802

Curriculum and the context of educationEloisa Rodriguez and Joann Phillion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 813

Curriculum and PowerLiliana Rodrigues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 818

The ethnography of education as a new path for curriculum studiesJesus Maria Sousa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 823

Approaches to curriculum in Portugal: New or old directions?Teresa Teixeira Lopo and Sílvia de Almeida . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 831

EDITORS

ORGANIZATION

INTRODUCTION

COMMITTEES

SPONSORS

THEME 5

The emancipation debates on education and curriculum: perspectives and meanings.Elisandra de Souza Peres, José Carlos Morgado and Patrícia Laura Torriglia . . . . . . . . . . . . . . . 836

CTD-O: Developing an online course on curriculum theory and studying how to do itFrancisco Sousa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 841

History and Early Childhood Education: an impossible relationship?Gonçalo Marques, Diana Silva and Sónia Cruz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 848

An Example of Practice Based on Interdisciplinary Approach: Conscious Consumer InstructionMemet Karakuş and Melis Yeşilpinar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 854

Trends in Studies in the Field of Curriculum Development and Instruction in Turkey: a Content Analysis Related to Curriculum and Instruction CongressHasan Hüseyin Şahan and Nihat Uyangör . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 862

The Analysis of the Fatih Project the New Development in the Turkish Education System According to the Community, Input, Product, Process (CIPP) ModelNermin Karabacak . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 869

Problems and Solutions on Implementation of Civilization and Democracy Education ProgramÖzgür Ulubey, Ece Koçer and Çetin Toraman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 875

Analysis of In-service Training Related Academic Studies in TurkeyKerim Gündoğdu, Cengiz Yıldırım, Nihan Coşkun, Rukiye Aydoğan, Berrak Aytaçlı and Asuman Seda Saracaloğlu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 888

Teachers’ Views regarding the Values Covered in the Social Studies CurriculumMediha Sari . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 898

EDITORS

ORGANIZATION

INTRODUCTION

COMMITTEES

SPONSORS

THEME 6

Scientific Literacy for Social ReproductionHagop A . Yacoubian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 910

Using “A New Key” to Address the Problem of Scapegoated ‘Gypsy’ Students in SchoolsAlexandra Fidyk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 915

The Space Between Narrative and Narration: Curriculum in the MarginsFrancine Hultgren and Debra Scardaville . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 924

From early grades to tertiary school. Challenges and issues concerning immigrant students´ lived experience of school curriculumIulia Mancila . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 934

Curriculum: an opportunity to develop young’s identity?Dulce Martins and Carolina Carvalho . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 941

EDITORS

ORGANIZATION

INTRODUCTION

COMMITTEES

SPONSORS

THEME 7

Global Citizenship as an Inter/Transdisciplinary Theme in the Undergraduate Curriculum of Brazilian UniversitiesSílvia Moraes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 949

The Transnational Curriculum Inquiry: an overviewRosane Ramos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 954

The German Curriculum movement - a failure of transatlantic exchangeRudolf Künzli . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 959

Lost in translation? – A case study of Macao in fabricating a European education space in AsiaSou Kuan Vong and Matilda Wong . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 965

Mind the Gap. Towards Transcending CurriculumAlexandre Avdulov . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 974

Positive and Negative Aspect of Using Social Network in Higher Education: Focus group studyÖmer Faruk Vural . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 980

EDITORS

ORGANIZATION

INTRODUCTION

COMMITTEES

SPONSORS

SYMPOSIUM 1

Whose clouds: The digital curriculum transformation in Taiwan higher educationYi-Fong Pai . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 990

How the Digital Technology Shapes School Curriculum— Analysis of Taiwan’s E-school ProgramsShu-ching Chou . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 996

Between Boarders of Technology and Humanity- A Case Study of Taiwan Teachers’ Local Curriculum PraxisYen-wen, Huang . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1002

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SYMPOSIUM 2

Student Teachers Need More Than Evidence – Arguments for the Place of Theory in the Teacher Education CurriculumEdling, Silvia & Frelin, Anneli; Edling, Silvia; Frelin, Anneli; Liljestrand, Johan; Süssekind,

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Dilemmas in classroom discussions – teachers’ practical deliberations as a prerequisite for democratic educationJohan Liljestrand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1010

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Complexity and Complicity: Quality(s) and/or Effectiveness in Teacher EducationTodd Alan Price . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1020

Everyday Life Studies: a dialogue between theories, policies and the thinking practicing within curriculaMaria Luiza Süssekind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1026

Teacher Educators’ Teaching of ProfessionalJudgment – Grounds for Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1031

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In search of the Archimedean point (of view) on curriculum.

Ferreira, L. T. 1

1 University of Madeira, Funchal, Portugal.

Email: timoteo.ferreira@live.madeira-edu.pt

Abstract

In this essay I will try to make a bridge between the maturity of a career as a teacher and the beginning of a career as a newcomer curriculum theorist. Crossing this bridge I found at the metaphor of the Archimedean point a heuristic value to understand the challenges of curriculum theorising and a guide to inquire practice. Relying on some texts and arguments of Hammersley (1995), Pinar and Bowers (Pinar & Bowers, 1992) and Young (Young, 2008), I will try to discuss historical developments and epistemological implications of the field and new possibilities of inquiry of curricular practices and discourses.

Keywords: practice; theory; foundationalism; curricular discourses; pedagogy.

The image of the Archimedean point suggests a theoretical place where we can see something from above, in other words, where we can know or understand anything with an absolute, complete and detached point of view. For Archimedes such a point would also allow move the Earth and to decentre it. This metaphor was, for many years, a powerful image that impressed my mind by the reading of Hannah Arendt’s (1998) The Human Condition: modern science, with Galileo, performed the mathematical possibility of the Archimedean point, seeing the Earth from the Universe, still standing with his feet firmly attached to the ground; and with Descartes, this point has moved into the man himself, through the methodical doubt. Since the advent of modern science and Cartesian introspection, we live in a world where we can no more trust our senses or even reason. Quod nihil scitur, that nothing one knows for sure, the title of a book of a great Portuguese philosopher before Descartes, Francisco Sanches (1550-1623), from Braga region and contemporary of Montaigne, gave modernity an indelible sceptic ethos. However, modern Western philosophy has been seen as a tradition anchored in Descartes’ rationalist foundationalism (Sosa, 2004) according to which one knows through direct intuition with clarity, or deductively, on the basis of premises which are intuited also with clarity; although, for Descartes and Sanches, it’s God, after all, who guarantees everything.

For twenty-two years as a teacher I felt compelled to seek a point of support that would guide my practice and allow me to understand the important issues involved in schools and schooling, in teaching and learning, and broadly in education. As a newcomer to the field of curriculum theory I soon realized that such foundationalism would be difficult to establish, either on the side of the practice or the theory. There are no guarantees. We are working without a net.

On curriculum issues, Kincheloe (2005) argued that the metaphor of an Archimedean point can hardly suppose a point outside the curriculum where it could be understood objectively; there couldn’t be a kind of guarantee of the epistemological foundations of knowledge for curriculum, from hence, tell the truth about what the curriculum is or what it ought to be. The idea of curriculum that emerges from this privileged standpoint is represented by uncritical teachers, informed by advocates of standardized education from the broad standards and accountability movements and reforms. Therefore, “our views of the world are from partial, limited perspectives.” (Kincheloe, 2005, p. 91). The problem is that maybe partial and limited perspectives are not the same thing (Hammersley, 1995, 2000) and not merely a semantic matter. Partial is something biased, very often it is partisanship. Bias and partisanship in social research – curriculum studies is a social science – are, eventually, much more a totalizing worldview than a limited perspective. A critique of stauts quo sometimes turns into a metanarrative they started to deny. This is truth for Marxist or some feminist epistemologies.

Scholars in curriculum studies have emphasised the proliferation of theories, discourses and voices (Pinar, 2012; Pinar, Reynolds, Slattery, & Taubman, 2004), the urgency of a theory of knowledge and learning for the curriculum of the future (Young, 1998, 2008), and the uncertainties of the field (Pacheco, 2009, 2012). These present circumstances may

In Search of the Archimedean Point (of view) on the Curriculum.Luís Timóteo Ferreira

be theoretically challenging to a newcomer curriculum theorist, but to a practitioner it represents being alone in schools without any guidance other than devastating critiques, traditionalistic practices or pedagogical fashions. For one or the other does not appear to be a neutral point of view.

Traditional technological conceptions of curriculum development, once called didactics, seems broadly re-introduced in schools nowadays (Pacheco, 2012), while in universities scholars broadened curriculum field, through issues of ethnicity, race, gender and social class, until the field almost confounds itself with notions as ideology or culture. Pedagogy itself seems to be no longer something between art and technique, it became public – everyone suffers its influence, even when not being schools –; and critical – through it would be possible not only interpret the world but to change it (Giroux, 1997). Different perspectives, within the broad movement of curriculum studies that has started with the New Sociology of Education (NSE) (Young, 1972) and the Reconceptualists’ movement (RM) (Pinar et al., 2004), rapidly became competing perspectives, with the more radical partisans of the political dimensions of curriculum assuming a position of orthodoxy (Pinar & Bowers, 1992) that cannot disguise internal tensions like, for instance, amongst feminist and race studies (of black women) or amongst feminists and Marxists (Hammersley, 1995).

Alongside those intellectual uprisings in curricular theory, methodological issues among quantitative and qualitative research were equated with the metaphor of paradigms’ war. In 1989, Gage (1989), surprising and defiantly, proposed a kind of history of the future about methodological issues, arguing that we already reached the “sanguinary climax” of the war. More than 20 years passed, and after the sequels of the Sokal hoax (Ashman & Baringer, 2001; Segerstråle & Olofsdotter, 2000), I think we are already in the front of the war and in the Thermidor of the promised revolution (Denzin & Lincoln, 2005). So many Archimedian points have transformed possible diversity into incommensurability's wars.

Worse, nowadays, in late or deregulated capitalism, we testimony globalized educational policies based on standards, accountability, confessional choices, deliberate destruction of secular public education and disorganized and undermined teacher professionalization (Au, 2009; Pinar, 2012; Taubman, 2009; Whitty, 2005), a perfect nightmare of an agenda that seeks to transform education in a quasi-market, replacing the rights of the citizen for the rights of the consumer.

At any rate, if one looks at the forty years passed since NSE and RM, if one looks at the several educational reforms throughout the 20th century (Cuban & Tyack, 1995), and if one looks at the extremely stable school pedagogical practices despite the great development of educational technology (Selwyn, 2011), we were astonished with few or even no influence prominent curricular theorists have had on educational policies or classroom practices. For Pinar and Bowers, critical theorists, whatever that means (Kincheloe & McLaren, 2005), failed to influence schools because of the “failure of critical perspectives to address major cultural shifts currently under way.” (Pinar & Bowers, 1992, p. 181). What are these cultural shifts (race, multiculturalism, ecological crisis) since the early nineties and how critical theorists, or others, address them, it’s another question. For Young, NSE, trying to be a different approach to knowledge and the curriculum, has had not only some theoretical inadequacies, but failed because “it was shaped by the location of researchers in the universities who were insulated from both policy and practice.” (Young, 1998, p. 47).

If the Tyler Rationale, and the set of technologically and scientifically evidence-based curricular practices (Mayer, 2008), broadly accepted in schools, may be viewed as one of the results of the uncertainties and wideness of curriculum field (Pacheco, 2012), it’s important to understand the ways this rationale, nurtured with influences from Bloom, Mager and Gagné, was/is received in schools. Teachers in schools are not blank slates where rationales are engraved. The argument of technological rationales hegemony (Fino, 2009) or constructivism hegemony (Crato, 2006), lacks an analysis of the conditions of reception and widespread appropriation of ideas or the strategies of the complex of discourses (Tort, 1983). I hope these influences could be well evaluated, on a particular cultural history on a national basis, a Portuguese case study, through teacher education university programs (Pintassilgo, Mogarro, & Henriques, 2010), interactions between ancient teachers and newcomers in schools (Lapassade, 1998; Woods, 1986) and the role of mass communication media (Allan, 2002). In fact, curricular theorists, like William Pinar, stresses the need of an intellectual history of curriculum ideas and practices, on a national level (Pinar, 2012; Pinar et al., 2004).

Actually, history has always been seen as a privileged standpoint to justify political practices, ideological commitments or philosophical assumptions. “Tel est le point de vue de l'histoire, parce qu'elle examine les groupes du dehors, et qu'elle embrasse une durée assez longue.” (Halbwachs, 1968, p. 78). It used to be called historicism. Under this denomination, come together, however, multiple and contradictory perspectives (Hamilton, 2003; Popper, 1957). Ancient dangers of historicism were the philosophies of history and the psychological histories; the current ones are radical post-modern relativisms, focused on the agency of individual groups or actors as the ultimate cause and validity of social change (Hammersley, 1995; Popkewitz, Franklin, & Pereyra, 2001). It will desirable, as these latter authors proposes, to differentiate historicism from historicizing, the latter referring to a cultural history, “an approach

that entails a history of the present” (Popkewitz et al., 2001, p. 7). Regarding curriculum theory, a cultural history of pedagogical practices and discourses should seriously address a common school representation, an aprioristic view of schooling (Fino, 2009), perhaps close to the idea of a mémoire collective (Halbwachs, 1968), an overlapping field between intellectual and cultural history (Darnton, 1980), ideology and mentalités (Vovelle, 1987).

However, it’s important to acknowledge that curriculum studies, either in theoretical or practical terms, has a national dimension, i.e., is related to the growing and affirmation of the national states. Education is, by its nature, a practical activity tied to many others in society. Curriculum studies must have a practical dimension in relation to the wealth of nation states and to the sustainable economic growth. Pinar and Bowers (1992) pointed one of the most important “cultural shifts”, the ecological crisis: limited natural and energetic resources, lost of biodiversity, climate changes. Young has pointed another realistic one: once abandoned the “theoretical inadequacies” of NSE because of their lack of a theory of social change, i.e. “western capitalist societies are not collapsing but are at the end of an era” (Young, 1998, p. 3), curriculum theory must face these emerging uncertainties of the changes in work, in production and, therefore, in learning and knowledge. We cannot face those changes pointed by these authors just waiting for the end of the world or the end of the history.

Making a parallel between political theory and curriculum studies, I would like to stress Sandel’s critiques (1998) addresses to Rawls’ image of an Archimedean point on the foundations of the theory of justice with this long citation:

“Two possibilities seem to present themselves, each equally unsatisfactory: if the principles of justice are derived from the values or conceptions of the good current in the society, there is no assurance that the critical standpoint they provide is any more valid than the conceptions they would regulate, since, as a product of those values, justice would be subject to the same contingencies. The alternative would seem a standard somehow external to the values and interests prevailing in society. But if our experience were disqualified entirely as the source of such principles, the alternative would seem to be reliance on a priori assumptions whose credentials would appear equally suspect, although for opposite reasons. Where the first would be arbitrary because contingent, the second would be arbitrary because groundless.” (Sandel, 1998, pp. 16-17).

The diversity of critical theories, post-modern and post-structuralist approaches on curriculum are not easy ones, either for a newcomer curriculum theorist or a common but experienced teacher. Those curriculum approaches tend to assume a normative and judicative character, but in a concealed way, functioning as an ideology, whose criticism was made by those theorists, heirs of the Marxist critique of ideology. It’s the famous Mannheim paradox. Sometimes value judgments are pointed to the end of history, to a kind of deployment of the future that justifies the validity and the aims of research through presuppositions like the notion of emancipation or social justice and the adjective of ‘critical’. I think that there is an unclear agreement among curricular theorists and social scientists about these issues (Kincheloe & McLaren, 2005). They seem to neglect everyday life, as if history, that they much praise, happened out of the present and the actual circumstances. Other times they seem to be so cultural immanently that one can easily fall on a relativistic confusion. And worse, they don’t provide minimal guidance for who are in schools every day. As a practitioner, I feel a huge weight over my shoulders: I don’t believe anymore in a definitive and scientific pedagogy or curriculum development, but in the other hand I doubt schools can lead such a radical change, or reach such a messianic telos, or even survive at a radical disorientation of values. Yet I’m not saying that mankind does not should seek any idea of emancipation, justice, equality, happiness or cultural identity. I'm just acknowledging that no one has the privileged point of view – the Archimedean point – that gives access to the truth about the world due to their social position (Hammersley, 1995). Therefore, we are doomed to understand each other.

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