The SAGE Handbook of Curriculum and Instruction 2008
DOI: 10.4135/9781412976572.n10
|View full text |Cite
|
Sign up to set email alerts
|

Students' Experience of School Curriculum: The Everyday Circumstances of Granting and Withholding Assent to Learn

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
1
1
1

Citation Types

0
34
0
2

Year Published

2011
2011
2021
2021

Publication Types

Select...
5
3

Relationship

2
6

Authors

Journals

citations
Cited by 40 publications
(36 citation statements)
references
References 0 publications
0
34
0
2
Order By: Relevance
“…Broadly speaking, student perceptions of the learning environment are likely indicative of the motivational aspects of classrooms (McCaslin, 2009;Spearman & Watt, 2013) for the fact that student perceptions of a classroom environment, constituted in youth-adult interactions, are the primary mechanism through which adolescents assent-to-learn in classrooms (Brophy & Good, 1974;Erickson, 1987;Erickson et al, 2007).…”
Section: Student Perceptions Of the Learning Environmentmentioning
confidence: 99%
“…Broadly speaking, student perceptions of the learning environment are likely indicative of the motivational aspects of classrooms (McCaslin, 2009;Spearman & Watt, 2013) for the fact that student perceptions of a classroom environment, constituted in youth-adult interactions, are the primary mechanism through which adolescents assent-to-learn in classrooms (Brophy & Good, 1974;Erickson, 1987;Erickson et al, 2007).…”
Section: Student Perceptions Of the Learning Environmentmentioning
confidence: 99%
“…For example, the figured worlds of schools and classrooms are embedded in discourses of achievement, in which students are usually positioned as achievers when they pass standardized tests, learn "mainstream academic knowledge" (Banks, 1993) and master the dominant "culture of power" (Delpit, 2006), regardless of whether they identify with the curriculum or have simply resigned themselves to complying with its demands (Erickson et al, 2008). Institutions such as schools and prisons exercise control or regulate society by normalizing mainstream perspectives as natural and pathologizing those outside the norm as deficient, lacking, or abnormal.…”
Section: Positionality Agency and Subjectivitymentioning
confidence: 99%
“…However, while interactions between students and the school curriculum have been a recurring and multilayered area of study for generations of scholars and researchers (Snyder, Bolin, & Zumwalt, 1992), it is only during the past two decades that increasing attention has been paid to students' experiences of curriculum, as mediated by their multiple identities in classroom settings, as a matter of social justice (Erickson et al, 2008;Nieto, Bode, Kang, & Raible, 2008). Scholarship in this area is made more complex by the diverse range of conceptions of social justice that guide research and reform agendas in education-conceptions that, in turn, are often shaped by their origins in or coalescence with fiercely contested theoretical perspectives.…”
mentioning
confidence: 98%
“…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%