Transcript Slide 1

Curriculum Spaces
Curriculum for Excellence & Community and
Development
Source:http://www.youtube.com/watch?v=MyBsRn2vIlE
What is Curriculum
Curriculum is….
Essential tools that
scaffold the teaching
and learning process
Spaces….?
Addressing Spaces….
•Social stratification
•Class inequalities
• Intended and Enacted
curriculum
•Hidden curriculum
Learning outcomes
• Understand the historical
conceptualization of curriculum
• Acknowledge the many different
ways of looking at the supposedly
simple concept of curriculum
• Analyse the idea of the ‘hidden
curriculum’ and the ‘null
curriculum’
• Connect the paradigms to various
understandings of curriculum.
Key Concepts
•
•
•
•
•
Hidden Curriculum
Null curriculum
Traditional curriculum
Critical curriculum
Deconstructivist curriculum
… Topics …
Curriculum
Heather Lawson
Social Class and Inequality
Cheah Weng Yan (Tricia)
What do schools teach & School Culture: Exploring the Hidden
Curriculum
Maria Loreto
Game Time
Investigate the problems
occurred during the
construction of the
curriculum
Summarize, connect
and create own
curriculum
Report
Underline the
concepts/theories in
making of curriculum
Curriculum History
Reflection of a 1940s framework
The progressive era saw teachers use the
spaces in the curriculum to deliver their
enacted version.
High unemployment rates in the early 80s encouraged
student to stay at school to get the year 12 certificate, and
the curriculum amended accordingly.
In 1988 Government first decided to start working on a
national curriculum
VIC
WA
QLD
After the failed attempt at a national curriculum the states
reformed individually to create a greater gap.
ACARA's mission is to improve the learning of all
young Australians through world-class school
curriculum, assessment and reporting.
ACARA collaborates with teachers, principals,
governments, state and territory education
authorities, professional education associations,
community groups and the general public to develop
national education standards that are applied across
every school in Australia.
General Capabilities and Cross-Curriculum
Priorities?
Socially equitable addition to traditional content?
Or
Is it just a display in attempt on paper that for
political purposes?
The writer of the curriculum does so with an Intended
purpose however the teachers Enacted curriculum is
what is performed within the classroom.
Intended Curriculum
Enacted Curriculum
ACARA provides spaces for
teachers to work in their
preferred Paradigms when
delivering the curriculum, to a
certain extent!
Discourses influenced by globalisation and government
policy are responsible for the changes to the structure,
content and delivery in our current curriculum.
Including curriculum hierarchy.
“But teacher,
why do I need to know this?”
What will your answer be?
Social Class and Inequality
Social class
•organization of society who share similar degrees of
economic and social power
•the key understanding social stratification and inequality
Social stratification
• the division of people into groups based on their social
position (socio-economic status/refer to particular
suburbs)
Inequality
• Australia is a ‘meritocratic’ society where social
advancement is determined by ability, talent
and hard work (rather than looking at the
inherited privilege, wealth or networks).
• Provide equal chances to advance through
schooling
• Students were streamed (abilities)
• Unequal opportunities (resources/education
outcomes-depending on social class)
Theorists of social class
Karl Marx
(1818-1883)
Max Weber
(1864-1920)
• Working class/capitalist class
• Knowledge economy
• Ideology
• 4 Classes of society:
propertied upper class,
upper middle class,
lower middle class and
working class
• Life chances
Karl Marx
• Examined the relation between society and
economics
Working class:
socio-economic
group that works for
wages and does not
own the means of
production
• Developed ‘alienation’ theory
Capitalist class :
the socioeconomic group
that owns capital
and controls the
systems that
produce capital
and ruling ideas
Moving into … 21st Century
• economy that is largely based on the creation and trade of
information and knowledge-based services rather than the
Knowledge
economy creation and trade of tangible goods
Balance of
Power
Ideology
•a configuration of controlling beliefs used by those in power to
maintain and reinforce their positions (Marxist term)
•Schools circulating ‘ideologies’ to control population and certain
maintained
Weber
Propertied
upper class
Upper middle
class
Lower middle class
Working Class
Determined through :
• Dynamics of status
(honor , prestige and
religion)
• Political power
(affiliations and
networks)
• Wealth (ownership of
capital and occupation)
Life chances
• Definition : the opportunities for social
advancement to which individuals and social
groups have differential access
• Education is a key factor in improving one’s
life chances and upward social mobility
• Social mobility : movement of individuals and
groups between different class positions
Relationship of schooling and social class
Bourdieu(like Weber): class
hierarchies are formed through
cultural factors, educational
processes and social relationships
Cultural capital
Bernstein: develop ways of analyzing
the relationship between schooling
and social class
Educational codes
Delpit : ‘culture of power
Social norms associated with class-based stratification.
High SES: valued and authority Low SES: low respect
Vicki
•
•
•
•
•
Middle class
Town
Parents university educated
Spoken and written English
Knowledge about Australian
popular culture
• Plays computer
Thanh
•Extended family
•Poor
•Migrant of Australia
•Parents in restaurant
industry
•Rich in Vietnam and Asian
countries’ cultural knowledge
•Different class locations have different educational outcomes
•Often stream students towards ‘professional’ or ‘technical’ course
•Significant gap (academics)
As Teachers
• Work in various contexts with our students in supportive and
inclusive ways
• Recognize and value multiple forms of cultural capital in our
engagement with students
• Value, respect and benefit from the diversity in the classroom
• Understand that education enhances life chances and enables
upward mobility
• Constantly interrogate the effects of power and inequality
•Benefit from using ACARA, it’s CURRICULUM is now
structured with agreed educational outcomes across
Australia
•Address inequalities and needs
•Provide equal opportunities of education to all
“WHAT DO SCHOOLS TEACH?”, Apple & King
(1997)
They define the hidden curriculum (coined by Philip
Jackson, 1968) as “the tacit teaching of social and
economic norms and expectations to students and
schools”, (Apple & King, 1977) and think it’s not hidden,
but that schools were designed to prepare students to
have the qualities to function in society and to succeed
in the workplace.
Early curriculum efforts sought to
“guarantee expert and scientific control in
society, to eliminate or ‘socialise’ unwanted
racial or ethnic groups or their characteristics, or
to produce an economically efficient group of
citizens”(Apple & King 1977, p.345)
and to maintain
“industrial growth…in the face of a variety of
social and economic changes” (Franklin 1974,
p.317 cited in Apple & King 1977, p.345).
In that classroom, we see demonstrated Bernstein’s
Codes of particular social practices and knowledge
that are valued in schools, eg., Standard Australian
English, behaviour (working quietly) and future
aspirations.
We also see in practice Bourdieu’s idea of social,
economic and cultural capital affecting the processes
of education and the outcomes of education. Cultural
capital is the knowledge, skills, habits (such as
reading, enjoying studying) required to be successful
in that culture.
In kindy, students start learning behaviours and
knowledge necessary for the rest of their school years
and work life, but also necessary for functioning with
others in society.
At the kindy stage, personal attributes of “[d]iligence,
perseverance, obedience, and participation [are]
rewarded”, as well as “enthusiasm, adaptability,
…more…than academic competence”(Apple & King
1977, p.353)
The child is subject to rules,
but so is the teacher, who is
mandated from above to
teach these things.
Compared to the class in
that article, present day
classes aren’t as rigid as
they once were, but many
of the practices remain.
“SCHOOL CULTURE: EXPLORING THE HIDDEN
CURRICULUM”, Wren (1999)
The school environment also includes a hidden, or
implicit, curriculum. He argues that in order to
provide effective 21st century schools, we need to
understand it.
The hidden curriculum includes symbolic aspects of
the school environment (culture) and
children’s/teachers’ perceptions (climate). It has a
powerful influence, but is often difficult to pinpoint,
because it may not have been consciously planned.
The hidden curriculum can have positive or negative
effects.
Wren devised a checklist of what aspects of a school’s
hidden curriculum to look at:
-school rules, ceremonies, rituals and routines (eg., school
assembly, recognition of individual student achievement, school
colours, policies of discipline or homework)
-documents available to students/staff/community (eg.,
yearbook, newsletter, reports on school and community
projects).
He proposed that in order to seek school
improvement, we should look at the hidden
curriculum, as well as at the explicit
curriculum of content.
Any Questions … ?
Group discussion
Now it’s YOUR turn….
How do you address the
CURRICULUM in this 21st
Century…?
Recall….Paradigms
Didactic
Interpretive
Critical
Deconstructivist