Curriculum and Pedagogy in a Changing World

Abstract

T his chapter explores the evolving nature of curriculum and pedagogy in a rapidly changing world. It argues that curriculum is not, and should not be, a clearly delineated concept that can be applied uniformly across di erent systems of education. Rather, it should be dynamic, evolving and contextual, representing speci c historical and political forces and actors. To capture some of this contextual diversity, the chapter provides an evidence-informed assessment of current trends in the curriculum and pedagogy elds. It outlines the di erent histories and traditions of curriculum and pedagogy, noting how the many ways education has been conceived and practised leave ongoing legacies. Some of the trends and challenges confronting contemporary curriculum and pedagogy are outlined, including (neo)colonialism, economism and neoliberalism, technologization of learning and educational neuroscience. The chapter recommends some approaches to hybrid learning ecologies and the increased need for opening up spaces for emotions and 'being' in education.