Identity, Community, and Diversity: Retheorizing Multicultural Curriculum for the Postmodern Era

Nieto, Sonia; Bode, Patty; Kang, Eugenie; Raible, John

doi:10.4135/9781412976572.n9

Cited by 45 publications

(26 citation statements)

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“…To understand why this educational regulation via the national curriculum is socially accepted in South Korea, we focused on the history of how the government established the national curriculum based on the assumption that the process of designing curriculum is not neutral (e.g., Westbury 2008;Erickson 2008;Nietro et al 2008). These points of views might offer some clues for understanding how sociocultural effects influence the curriculum.…”

Section: The National Curriculum In South Koreamentioning

confidence: 99%

Mathematics Teaching and Learning

Kim¹,

Albert

2015

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Section: The National Curriculum In South Koreamentioning

confidence: 99%

Mathematics Teaching and Learning

Kim¹,

Albert

2015

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“…This is the framework within which innovative curricular models can be developed to respond to the urgent needs of dynamic education systems. We end with a quote from Nieto, Bode, Kang, and Raible (2008) that sums up our beliefs:…”

Section: Irrationality Of a Curriculum And Compromisesmentioning

confidence: 99%

Curricula and curricular analysis: Some pointers for a debate

Jonnaert

Therriault

2013

Prospects

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This introduction to our guest-edited issue provides a framework for reflecting on curricula, based on the four still fundamental questions raised by Tyler (Basic principles of curriculum and instruction. University of Chicago Press, Chicago, 1949) about effective ways to organize educational experiences that can meet the school's educational purpose. The authors begin by decoding the Franco-European and Anglo-Saxon/North American approaches to the concept of curriculum, and seek points where the two are complementary. Using Tyler's four questions, they then clarify the concept in a conceptual outline, organize it into a rational model, and seek a reference framework that can offer pointers for a debate on curriculum. They then show that, because a curriculum necessarily originates in a specific society, some of that society's irrationality affects the nature of the curriculum. Thus, any curriculum experiences a tension between the rationality of the models that define it in theoretical terms and the irrationality of its surrounding societywhich has the power to regulate it. Therefore, tools for curriculum analysis must consider all these dimensions, contradictions, and tensions to achieve a truly systemic perspective. While a system model is important for evaluation, it is also important to understand the less rational aspects and to place them in dialogue with their models. In this respect, providing pointers for the debate on curriculum remains a perilous exercise. Finally, the authors reflect on a systemic and holistic approach to the curriculum, and suggest pointers for contemporary reflection on curriculum.

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“…Indeed, scholars have also looked at the mutual relation of education and identity development and the key role of language and school language practices in mediating between them (Cummins, 2001;Gee, 2000Gee, -2001Nieto, Bode, Kang, & Raible, 2008;Kanno & Norton, 2003). They also consider the intimate relationship between language and culture.…”

Section: Theoretical and Policy Implicationsmentioning

confidence: 99%

What Constitutes Quality in Minority Education? A Multiple Embedded Case Study of Stakeholder Perspectives on Minority Linguistic and Cultural Content in School-Based Curriculum in Sunan Yughur Autonomous County, Gansu

Bahry

2012

Front Educ China

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While quality in education has long been a significant issue, definitions of quality are often taken for granted rather than argued for, allowing the possibility that the criteria used by researchers and planners to judge quality may differ from local stakeholders' perspectives, particularly regarding the place within quality education of the knowledge, culture and language of non-dominant groups. However, there is an accumulating convergence of research that calls for assessments of quality in education of non-dominant linguistic and cultural groups that engage local stakeholders' understandings. This paper presents a recent study that attempts to do this, investigating the perspectives of students, parents, teachers, and administrators in Sunan Yughur Autonomous County, a multiethnic, multilingual district in rural Gansu, inhabited by several nationalities. Over one hundred participants in three schools were asked what was important for children to learn in school; including what aspects of local (minority) knowledge, culture and language should be taught as part of school-based curriculum. The study found three educational visions in local schools: regular urban education; Chinese-medium, multicultural education; and bilingual, multicultural education. The study also found that stakeholders support the latter vision, which reflects society's actual cultural and linguistic pluralism, as well as much research on quality education for non-dominant groups. The paper concludes with a call for a comparative approach, both domestic and international, towards the investigation of quality education of non-dominant groups in China.

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Identity, Community, and Diversity: Retheorizing Multicultural Curriculum for the Postmodern Era

Cited by 45 publications

References 0 publications

Mathematics Teaching and Learning

Mathematics Teaching and Learning

Curricula and curricular analysis: Some pointers for a debate

What Constitutes Quality in Minority Education? A Multiple Embedded Case Study of Stakeholder Perspectives on Minority Linguistic and Cultural Content in School-Based Curriculum in Sunan Yughur Autonomous County, Gansu

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