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Powers of Curriculum introduces beginning pre-service educators to sociological concepts and perspectives for unpacking the social, cultural and political factors that shape curriculum, curriculum enactment and learning.
Info autore
Dr Brad Gobby is a senior lecturer in the School of Education at Curtin University, Western Australia.
Dr Rebecca Walker is Associate Professor in the School of Education at Curtin University, Western Australia.
Riassunto
Powers of Curriculum explores education in Australia today through the notion and practices of curriculum. It broadens our conception of curriculum to include the lived experiences of learners in educational settings. It explores historical and current forces within and beyond education that constitute curriculum, and how curriculum powerfully shapes learners and their experiences of learning. As educators are central to the enactment and experiences of curriculum, the authors aim to equip readers with critical and post-structuralist ideas, concepts and perspectives that can make a positive difference to the lives of children and young people in the early childhood, primary and secondary phases of education.
This resource explores a diverse range of topics related to curriculum, education, culture and society. The text is organised into three parts: Introduction to Curriculum; Unpacking Curriculum Contexts; and Enacting Curriculum Experiences. The first part introduces you to the notion of curriculum and its relationship to education. The second part examines a range of social, cultural and political issues that influence the enactment and experiences of curriculum across diverse settings. The final part explores the practical dimension to your learning about curriculum. The authors encourage you to use the book's concepts and ideas to open education to new thoughts and practices.
The authors encourage readers to use the book's concepts and ideas to create learning experiences that are rich, engaging, intellectually stimulating, respectful and meaningful from the point of view of learners.
