Curriculum Development in the Postmodern Era provided the first introduction and analysis of contemporary concepts of curriculum development in relation to postmodernism. It challenged educators to transcend purely traditional approaches to curriculum development and instead incorporate various postmodern discourses into their reflection and action in schools. Since publication in 1995, the curriculum studies field has exploded, the very notion of the postmodern has shifted, and the landscape of American schooling has changed dramatically-federal policies (...) like No Child Left Behind have dramatically increased the focus on accountability and consequently what and how teachers teach. The need to understand curriculum in relation to global religions, ethnic relations, multicultural communities, and socio-political interest groups has been magnified. Controversial issues such as biology, gender roles, academic freedom, religion and prayer in schools, gay straight alliances, GLBT literature in the curriculumstudies is theorized. In this much-anticipated and thoroughly updated edition, noted curriculum studies scholar Patrick Slattery tackles these and other issues to reflect on the current state of curriculum development and on where the field may go from here. (shrink)

© 2016 South African Journal of Philosophy. This article explores current issues in South African philosophy curriculum design. Four questions are considered, each followed by a supplementary note. Firstly, the place of philosophy from other traditions, particularly Western philosophies, in South African curricula is considered. The related note reflects on whether different philosophical traditions in curricula should be treated separately or integrated. Secondly, ambiguity in some important authors reception of plural traditions is identified and investigated to see what we (...) can derive from their example for our philosophical practice. The related note looks at "decolonisation of the curriculum". Thirdly, I affirm the importance of relevance as a criterion for curriculum development, interrogating the meaning of this criterion for philosophy. The related note focuses on interpreting student feedback. Fourthly, the continued presence of "white" lecturers in South African philosophy departments is discussed against the background of the tension between the Mandela and Biko paradigms in contemporary society. The related note considers ideological resonances of our response to this issue in other parts of the world. Finally, the articles ideas are presented as an attempt to map argumentative options, clarify some of their merits and implications, and acknowledge their limits. (shrink)

Ethics have taken a center stage in business curriculum development over the past 5 years. Sustainable business practices are an important issue when it comes to adequately educating the next generation of marketing professionals. A variety of approaches in how to achieve such goals have been proposed as ideal methodologies. This paper presents a case study on curriculum development for a study abroad trip in Cambodia for marketing students. Furthermore, this article represents one method to incorporate (...) the role of NGOs in international business into business ethics courses. Results show that values-based curriculum serve as an appropriate learning pedagogy for the advancement of ethics in business educational scenarios. Through the use of values-based format, results demonstrate that when students are presented in constructive ethical situations it induces critical self-reflection necessary for more effective ethics education. Furthermore, with the additional cross-cultural component of the research design, students were also exposed to ethics as a component of culture. The current study extends both the pedagogy and ontological development and application of ethics education, specifically, the values-based curriculum providing a pragmatic approach to ethics teachings, and also presents an empirical study of how to integrate NGOs into international business educational platforms. (shrink)

The aim of this paper is to examine the current state of development of Mäori science curriculum policy, and the roles that various discourses have played in shaping these developments. These discussions provide a background for suggestions about a possible future direction, and the presentation of a new concept for Mäori science education.

Book reviewed in this article:Developing a taste for Phillips' provocative writings; A review of: D.C. Phillips.Regressive turtles versus research; A review of: MacPherson.

This article compares case studies to better understand how third grade teachers, serving low-income (including Title I) schools, adapted their instruction in the midst of a global pandemic to better support their students’ learning about locally-relevant civic issues. Civic perspective-taking components were embedded in the unit design with the aim of building deliberative, inclusive classrooms. The team designed lessons drawing from theories of culturally sustaining pedagogy. Using semi-structured interview data, we examined teachers’ reported thinking and perceptions about students’ needs and (...) their own struggles to deliver purposeful, equitable instruction. Findings indicate that as teachers collaboratively designed the lessons they discussed how to balance relevance and sensitivity in relation to content that mirrored students lived realities. This study advances our understanding of what challenges teachers overcome to integrate culturally-sustaining practices in their social studies instruction. (shrink)

In response to the increasing need for research ethics expertise in low and middle income countries (LMICs), the NIH's Fogarty International Research Ethics Education and Curriculum Development Program has provided grants for the development of training programs in international research ethics for LMIC professionals since 2000. This collection of papers draws upon the combined expertise of Fogarty grantees, trainees, and other experts to assess the state of research ethics in LMICs, and the lessons learned over 12 years (...) of international research ethics education; to assess future needs; and to chart a way forward to meet those needs. In this introductory paper we briefly sketch the evolution of research ethics as applied to LMIC research, the underpinning and evolution of the Fogarty bioethics program, and summarize key conclusions from the other papers in the collection. (shrink)

Technological developments affect and disturb all aspects of human existence and values more than any other factor in our modern man-made world. This calls for responsive higher education which will produce better decision-makers capable of being actively, rationally, and creatively involved in the continuous search for solutions to our current and future problems in a world of conflicting interests and values. Consequently, science teaching in future higher education should be drastically changed in order to be relevant to needs of both (...) students and society rather than to reflect the needs of the disciplines per se. (shrink)

Since the mid-1980s many schools in predominantly white areas have taken active steps to counter racism and ethnocentrism and raise awareness of Britain's ethnic diversity through curriculum development. This paper is primarily concerned with the ethical issues raised by research into such initiatives at primary school level. We begin by alluding very briefly to the shortcomings of extant research into children's prejudice, noting that some studies can be criticised for the unwitting reinforcement of stereotypes. We move on to (...) examine the ethical and methodological considerations which have underpinned our own work in this area, focusing on a recent investigation into children's understanding of Jewish culture and identity. The techniques employed to probe the children's beliefs and attitudes and challenge their taken-for-granted assumptions are described at length, together with the ethical dilemmas addressed during the course of the research. In the second part of the paper, we focus on issues raised by our own curriculum development work in anti-racist and multicultural education in 'all white' schools. We draw extensively on a recent case-study of 10 and 11 year-olds' responses to a teaching programme which aimed to counter stereotypical images both of developing countries and Islam. (shrink)

We describe our attempts at curriculum development at the undergraduate level working within the constraints of a large traditional university system. Curriculum reform is described as a three-step process of product innovation, accommodation and assimilation. In a dual-pronged strategy, students are constructively engaged, first, in investigative projects and assigned specific tasks, giving them a flavour of creative research, and, second, in development of curricular products. The process of transfer of pedagogic innovations into the formal classroom is (...) enhanced by a teacher training programme that aims to provide experiential learning of research-based innovative teaching practices, catalyse a process of reflection through classroom research and establish a collaborative network of teachers. (shrink)

In the Independent Campus Learning Program [Merdeka Belajar Kampus Merdeka (MBKM)], the 5-1-2 learning pattern is used in the undergraduate program. In implementing this pattern, curriculum coherence is needed between study programs and between institutions. A model for developing a curriculum based on local wisdom and multiculturalism was created to improve the micro-skills of program graduates. A model for developing a curriculum based on local wisdom and multiculturalism was created to improve the micro-skills of program graduates. A (...) model for developing a curriculum based on local wisdom and multiculturalism was created to improve the micro-skills of program graduates. In order to attain the objective, a hierarchical pattern of relationships is employed, beginning with the central construct, primary dimension, and indicator. A structural Equation Model (SEM) is used to analyse the relationship between variables, while an inductive approach is used for exploratory purposes to identify factors. In order to evaluate the dependability of the model, a study was conducted at two different universities in Indonesia: Sultan Ageng Tirtayasa University in Serang, Banten Province, and Galuh Ciamis University in West Java Province. The study involved testing the coherence of the curriculum of various programs at both universities and evaluating the micro-skills of graduates who had participated in the MBKM program. Samples from the 4 study programs implementing MBKM at the two universities were used to test curriculum coherence. Then, to determine the increase in graduates' micro-skills, a sample of 70 students was used. The results of the analysis show that curriculum development has a direct effect on improving graduates' micro-skills. In developing the curriculum, three factors strengthen micro skills improvement: development of knowledge, responsiveness to technological developments, and relevance to needs. (shrink)

In Power and Moral Education in China, Wangbei Ye examines China’s recent initiation of school-based curriculum development in moral education as a means to analyze the power redistribution brought about by China’s economic reform. Though there is a great deal of scholarship dealing with moral education in China, the role of power has never been systematically discussed in relation to this topic.

This paper investigates the alignment of business school curriculums with the Sustainable Development Goals, utilising a case study of Griffith Business School, Australia. The study utilises an audit of keywords to map content and concepts associated with the goals, targets and indicators of SDGs. The audit results revealed that although there was already considerable uptake of key SDGs concepts throughout the undergraduate programs, in particular Goal 16, there were some gaps. Feedback from teaching staff on the results was combined (...) with existing literature and industry/government approaches to offer considerations for future curriculum development that seeks to better integrate SDGs and sustainability. This work contributes to ongoing discussions about sustainability curriculum development and links previous research with the emerging SDG agenda in business schools. The practical nature of this research lends to direct transfer of method to other business schools who are wishing to map and develop their curriculum in relation to the SDGs. (shrink)

This article is a literature review on the development of elderly care courses for undergraduate students in Sichuan Province's music teacher profession. Through a review of relevant literature, the study finds that music education positively impacts the mental health and social participation of elderly individuals. However, there are shortcomings in curriculum design, personalized teaching, and interdisciplinary integration. This paper aims to explore how to effectively integrate music education with elderly care knowledge, optimize curriculum design, and establish scientific (...) assessment mechanisms to enhance the practical effectiveness of the courses. This study provides theoretical support and practical guidance for developing elderly care courses for music teacher undergraduates in Sichuan Province. This paper draws its content from the doctoral thesis, "The Development of Subject Curriculum for Caring for the Elderly Among Music Teacher Profession Students at the Undergraduate Level in Sichuan Province, China.". (shrink)

While there is considerable support for integrating ethics education in accounting curricula, research presents conflicting evidence on how best to incorporate it. A review of accounting ethics scholarship highlights criticisms of the literature, including limited research into actual behavior and a lack of theory. We report the results of a study that is theory based, captures behaviors rather than attitudes, and explores the effect of repeated practice to develop voice efficacy. We examine the impact of two types of ethics instructions. (...) Across four classes in an accounting curriculum, one student cohort participated in traditional ethics instruction, while the other cohort participated in Giving Voice To Values instruction. We collected student responses to an ethical challenge and conduct a between-subject analysis. The results reveal consistent unethical behavior in the traditional cohort but not in the GVV cohort, indicating that faculty should consider the use of this pedagogy in accounting ethics education. (shrink)

The paper examines the theoretical foundation of intolerance and explores potential topics for a curriculum designed to overcome intolerance. Previous research has shown that a negative self-image and low self-esteem seem to foster intolerance. Likewise, individuals with low levels of self-awareness tend to be more willing to express intolerance while paying less attention to the impression their behaviour and communication has among others. Individuals with a negative self-image and low self-esteem often resist change and tend to look for information (...) that confirms and reinforces their existing viewpoints while ignoring information that contradicts their viewpoints. The research of Kruger and Dunning (1999), though, suggests that instruction in metacognition can overcome these negative characteristics. Especially if metacognitive training is coupled with multicultural education, cultural diversity training, and foreign language instruction as other research has revealed. (shrink)

A multidisciplinary faculty committee designed a curriculum to shape biomedical graduate students into researchers with a high commitment to professionalism and social responsibility and to provide students with tools to navigate complex, rapidly evolving academic and societal environments with a strong ethical commitment. The curriculum used problem-based learning (PBL), because it is active and learner-centred and focuses on skill and process development. Two courses were developed: Scientific Professionalism: Scientific Integrity addressed discipline-specific and broad professional norms and obligations (...) for the ethical practice of science and responsible conduct of research (RCR). Scientific Professionalism: Bioethics and Social Responsibility focused on current ethical and bioethical issues within the scientific profession, and implications of research for society. Each small-group session examined case scenarios that included: (1) learning objectives for professional norms and obligations; (2) key ethical issues and philosophies within each topic area; (3) one or more of the RCR instructional areas; and (4) at least one type of moral reflection. Cases emphasised professional standards, obligations and underlying philosophies for the ethical practice of science, competing interests of stakeholders and oversight of science (internal and external). To our knowledge, this is the first use of a longitudinal, multi-semester PBL course to teach scientific integrity and professionalism. Both faculty and students endorsed the active learning approach for these topics, in contrast to a compliance-based approach that emphasises learning rules and regulations. (shrink)

The inclusion of structural competency training in pre-health undergraduate programs may offer significant benefits to future healthcare professionals. This paper presents the results of a comparative study of an interdisciplinary pre-health curriculum based in structural competency with a traditional premedical curriculum. The authors describe a new evaluation tool, the Structural Foundations of Health Survey ©, developed to evaluate structural skills and sensibilities. The authors use the survey to evaluate two groups of graduating seniors at Vanderbilt University—majors in an (...) interdisciplinary pre-health curriculum titled Medicine, Health, and Society, and premed science majors—with particular attention to understanding how political, cultural, economic, and social factors shape health. Results suggest that MHS majors identified and analyzed relationships between structural factors and health outcomes at higher rates and in deeper ways than did premed science majors. MHS students also demonstrated higher understanding of structural and cultural competency in their approaches to race, intersectionality, and racial health disparities. The skills that MHS students exhibited represent proficiencies increasingly emphasized by the MCAT, the AAMC, and other educational bodies that, in an era of epigenetics and social determinants, emphasize how contextual factors shape expressions of health and illness. (shrink)

(1982). Historical developments in American undergraduate education: General education and the core curriculum. British Journal of Educational Studies: Vol. 30, No. 2, pp. 199-212.