Ideology and Curriculum
... The end of the 19th century marked the growth of industrialization and introduction of machinery that revolutionized production techniques (Edwards, 1979). It also marked the arrival of a labor pool: a massive influx of new immigrants from southern and eastern Europe who were being seen as "out of sync" with the mainstream society (Apple, 2012;Higham, 1955). Many of these "new" immigrants did not speak English, were forced to live in overcrowded, unsanitary, and de facto segregated neighborhoods, and were naturalized in smaller numbers than the "old" immigrants from northern and western Europe. ...
... It is certainly true that insofar as instruction helps learners organize and possibly change a sense of who they are and what they can do, it has the potential to increase their sense of agency and self-determination. However, issues surrounding the cultivation of narrow concepts of knowledge and curricular control (Apple, 2012;Aronowitz & Giroux, 1985;Au, 2007;English & Mayo, 2012) point to ceilings for said potentials if learners are led to align future goals with institutional agendas, in turn inscribed by sociopolitical and economic forces outside the school walls. In this sense, literacy and language studies must be situated within the ecology of a much larger context and understood as an integral part of the way people produce, generate, and struggle over social meaning (e.g., Freire, 2000;Freire & Macedo, 1987;Gee, 1991;Macedo, Dendrinos, & Gounari, 2006). ...
... Such developments are products of the new skills landscape, technological advances, and the post-Fordist economy. Nonetheless, they are reflective of the reproductive powers of curriculum and ways that it continues to assimilate new immigrants to the so-called mainstream norms of American society (Apple, 2012). ...
This article reports on an empirical case study centering on adult ESL learners’ motivational patterns for learning English and its relevance to their career goals. It looks at past patterns of immigrant insertion within the socioeconomic context of the US and explores current trends in adult ESL curriculum development focused on the task of “career readiness.” Drawing on NortonPeirce’s (1995, 1997) concept of “investment” in second language learning, research for this study poses the question of curriculum relevance to student aspirations, implicating aspects of learner identity and various modes of belonging. The study contributes to the understanding of ESL learners’ positioning vis-à-vis curriculum change while reflecting on the extent of learner autonomy in the face of structural limitations.
... Los académicos y académicas de la educación han utilizado distintas perspectivas y métodos para analizar e interpretar las variadas formas en las cuales los procesos de escolarización contribuyen a ubicar y clasificar a las personas en diferentes locaciones sociales, culturales y económicas, y para examinar cómo estas locaciones le dan forma a sus múltiples identidades. Una forma de entender y explicar la(s) manera(s) como los procesos de escolarización contribuyen a la formación de las identidades sexuales, de género, de raza/ etnia y de clase social, es mirarlas a través de los lentes de la teoría curricular (Apple, 1990, Giroux, 1980, McLaren, 1998 y los lentes feministas. Ambas aproximaciones nos ayudan a entender la forma en que los sujetos educadores y académicos interpretamos las maneras en las cuales las identidades son construidas y coconstruidas, así como a develar discursos y prácticas que producen y reproducen el orden social existente en las escuelas y en la sociedad (Grumet, 1988, hooks, 1994, Miller, 1993. ...
... Los asuntos de género son indudablemente aspectos fundamentales del currículo. Los lentes feministas pueden proveernos con las herramientas analíticas para examinar las conexiones y relaciones entre género y currículo, y la forma como el currículo escolar opera para mantener y/o interrumpir el orden de género existente (Apple, 1990, Giroux, 1991, Miller, 1993. Collins (1993) afirma que "ser una mujer o un hombre da forma de manera profunda a las experiencias, oportunidades y conciencia individuales tanto como lo hace la raza y la clase de un individuo" (p. ...
(analítico): En este artículo, la autora presenta un análisis crítico de la relación currículo-género y sus implicaciones para las prácticas y discursos educativos. El propósito es hacer un recorrido por los distintos feminismos y sus formas de concebir y abordar asuntos de género en la escuela. La autora acude al feminismo posmoderno como herramienta metodológica para interrogar y (re)significar la manera en que maestros/as y académicos/as se aproximan a los discursos de género y presenta datos de observaciones hechas en un estudio más amplio, comparándolos con referentes teóricos. Entre las conclusiones, señala la necesidad de develar los significados de género y currículo naturalizados en la escuela y de problematizar la mirada descorporalizada del género en la educación y el lugar pasivo asignado a los/as estudiantes en la construcción de sus identidades.
... El currículum es siempre una selección de aquello que se define como el conocimiento legítimo que los y las estudiantes deben aprender para participar en la sociedad. Esta selección es resultado de un proceso de disputa entre distintos grupos de interés que se enfrentan por establecer el conocimiento que debe ser transmitido a los y las estudiantes en las escuelas (Apple, 2019;Nogueira, 2019). ...
... Esto ha sido explicado por la teoría curricular, que señala que, a través de la escuela, se distribuye solo una selección de conocimiento: aquello que se define como el conocimiento legítimo, es decir, lo que se estima deben aprender los estudiantes. Sin embargo, lo legítimo no es un consenso, sino que corresponde al resultado de la disputa que entablan distintos grupos de interés buscando posicionar un modelo de sociedad y, por tanto, un tipo particular de ciudadano (Apple, 2019). ...
El sistema educativo chileno es un sistema segregado que se organiza según modalidad educativa y dependencia administrativa. Por este motivo, en la educación secundaria existen establecimientos orientados hacia la educación superior y otros, al mercado laboral. Asimismo, hay establecimientos privados pagados por las familias de los estudiantes, establecimientos privados financiados con fondos públicos, y establecimientos públicos. Todos ellos cuentan con un Proyecto Educativo Institucional. En este documento se comunica la contextualización del currículum nacional, se informa sobre su enfoque educativo y sobre las características de la enseñanza que imparte el establecimiento. Por lo tanto, el objetivo de este artículo es analizar las ciudadanías promovidas en los Proyectos Educativos Institucionales de establecimientos de distintas dependencias administrativas y modalidades educativas. Se realizó una investigación documental de una muestra de 25 Proyectos Educativos Institucionales, sobre los que se aplicó un análisis de contenido. Los resultados se presentan según los distintos tipos de instituciones, estableciéndose que, en los establecimientos de administración pública se enfatiza la ciudadanía crítica y liberal, y que en aquellos de administración privada, predomina la perspectiva conservadora, lo que se explica por la influencia de la ideología de los administradores en la selección del conocimiento que se transmite en cada una. Se concluye que es el carácter público o privado de la administración del establecimiento educacional lo que influencia el currículum que se imparte. Debido a esta premisa, el artículo aporta a la comprensión del currículum de ciudadanía que se transmite en el sistema educacional chileno.
... pp. 1-32 y Apple, Michael (2019). Ideology and Curriculum. ...
... Apple (2019). Ideology and Curriculum... pp. ...
This paper presents the results of a research project carried out in the Department of Music of a public university. The research’s main objective has been to inquiry what knowledge and understanding Instrumental and Vocal Training teachers have about the university’s structural concepts of its educational model. The proposal aspires to become an input for the production of strategies that support the implementation and application of university educational model and its innovative curriculum and, in future stages, will contribute to the improvement of the teaching-learning processes for the Music Pedagogy career.
... While the battles between such movements were violent, the conflicts within the counter-hegemonic nucleus were brutal. Voices 'from within,' while praising some advances made by the critical matrix championed by the works of Michael Apple (1979), Henry Giroux (1981), Peter McLaren (1989, Cockburn and Blackburn (1970), and others -namely, 'education as political,' a 'site of power struggles' and as a 'social construction' -they also saw such approaches as "historically backward-looking and ideologically reactionary" (Wexler, 1987, p. 127), providing a "functionalist approach and have neglected crucial empirical investigations" (Liston, 1988, p. 15). Critical perspectives, dissent waves argue, were silent against relations of patriarchy permeating educational apparatuses (Gore, 1992;Walkerdine, 1992) and "surrounded by repressive myths that perpetuate relations of domination; [they] 12 did not 'empower and did not emancipate.'" ...
... Hirsh Jr. (1999) and Ravitch (2000) also unleash a devastating critique of the educational system dominated by Freirean pedagogies -which is inaccurate. In opposition, Stoer and Magalhães (1998) perspectives find a parallel in some arguments edified on the other side of the Atlantic by intellectuals such as Cockburn and Blackburn (1970), Apple (1979), Giroux (1981), and others who place the challenges fundamentally as a consequence of the brutality of the capitalist system, which is also reductive and inaccurate. ...
Five decades after April, where do we find ourselves as pedagogues and curriculum theorists? What progress has been made, and what challenges still lie ahead? A question of such magnitude will not fit in an essay of this nature. Aware of this obstacle, this article crafts a broad and varied picture of achievements and setbacks that characterized education post-April 25th. The essay focuses on emblematic epistemological cathartics between hegemonic and counter-hegemonic traditions and within the latter that have been unable to devitalize the field’s historical epistemicidal nerve - maculating the democratic spirit of education, curriculum, and teacher preparation programs. The article describes how these shakeups trigger a theoretical imparity and involution in the field, intimately related to some of the most egregious social challenges the nation is facing – immigration, climate change, poverty, and inequality, among others. The essay ends by advocating an itinerant curricular theory as a pedagogical proposal that responds to humanity’s diversity and epistemological differences.
... According to Giroux, there is a power struggle in education because there is a relationship between state ideology and education, where state ideology must be the content of the curriculum studied in all schools. Apple (2004) stated that the government has the authority to represent the dominant group, maintain the existence of society, and defend the ideology of the state. ...
... The curriculum is an entry point for spreading ideas of fanaticism and exclusivity from certain groups, which, according to Apple, is called racist praxis that takes place in schools to maintain the ideology of minority groups in a low social structure and continues to be reproduced. (Apple & Apple, 2004). Therefore, the curriculum that has been made into a hardline group in disseminating hardline ideas, according to Pinar, needs to be reconceptualized or reformulated. ...
This study aims to examine the insertion of religious moderation policies in Islamic Religious Education in madrasas. This study uses qualitative research with a policy research approach. The data collected are about characteristics of religious moderation policy insertion in learning Islamic Religious Education in madrasas. Data were collected from various regulations related to religious moderation and education policies in madrasas. Data were analyzed using content analysis. The results of the study indicate that the insertion of religious moderation in Islamic Religious Education learning is rational-incremental and responsive. Rational-incremental policies mean the hierarchy and structural relations of policymakers in the interest of realizing a tolerant and harmonious religious life. Responsive policies are seen from the patterns of interaction between policymakers and policy implementers who involve the community so that they reflect a sense of justice in society and accommodate community participation.
... I began the paper by flagging education as a central site of socialisation and the establishment of ideological hegemony. Scholars have highlighted how curriculum and pedagogy are designed to establish the hegemony of the dominating groups (Apple, 2004). It is through education that the ruling ideas are protected and disseminated. ...
... A cursory look at the lesson plans and the reference textbooks provided to the teachers indicates the way ideology is transmitted to the children. Scholars on curriculum and ideology have extensively argued that curricula or textbooks are designed to meet specific ideological agendas (Apple, 2004;Lall & Anand, 2022). Ekal provides reference books to teachers and students which are written in Hindi. ...
Based on fieldwork in Tinsukia district of Assam, this article examines the interplay of Ekal, ideology and education among the Adivasis in the tea gardens. The Ekal schools are one-teacher, informal schools operated by the Sangh Parivar in the underprivileged regions of India and Nepal. Considering the backward status of Adivasis in these tea gardens, the official narrative of the school is to reduce the literacy gap among the community, impart sanskar and empower them with entrepreneurial skills. I argue that Ekal’s organisational structure and funding are corporate, and its conception of ‘empowerment’ is neoliberal. This works as an effective model for Hindutva as the Sangh seeks to bring popularly Christian-dominated tea gardens into its Hindutva fold. This is done by practices both inside and outside the school.
... As official knowledge representatives, textbooks play a potent role in citizenship socialization by conveying state-sanctioned narratives regarding rights, duties, governance, and national identity to shape students' civic perceptions and attitudes (Apple, 2004;Apple & Christian-Smith, 2017). Research indicates that textbooks tend to articulate majoritarian, dominant discourses while silencing or delegitimizing minority voices and perspectives (Pingel, 2010). ...
... Textbooks often construct imagined homogeneous nations using selective emphasis and omission to reinforce the construction of the self and others (Crawford & Foster, 2008). They contain pervasive 'hidden curricula' that normalize particular worldviews and power dynamics through subtle messaging versus overt indoctrination (Apple, 2004). ...
The qualitative content analysis examines the incorporation of human rights education (HRE) in Pakistani citizenship education by examining political and social rights narratives in History textbooks of elite private schools. Utilizing Gagnon and Pagé’s ‘effective system of rights’ framework (1999), this study explored the depth and diversity of rights issue coverage in 13 textbooks. Textbooks show considerable gaps in the representation of rights struggles, exclusion of minority perspectives, and normalization of political repression. This study identified significant differences in rights discourses between elite private schools and IB textbooks. The findings underline the need to diversify narratives on bottom-up rights movements, emphasize socio-economic impacts beyond material losses, and balance global examples with contextualized, relatable accounts of local issues to transform citizenship education for justice.
... Hence, this resource could have been advocated by White Americans to represent their biased perspective of black history. In doing so, research has shown that misleading, subjective claims can activate the hidden curriculum (Apple, 1990). This means, the resource may indirectly influence students to fail to think about the hardships the black community had gone through, in an attempt by White Americans to sanitise American history and their culture. ...
... Consequently, this resource could have been reflective of the values of biased male stakeholders to convey their sexist perspective about the nature of women and men in society. In doing so, studies have suggested the hidden curriculum could be transmitted to students (Apple, 1990), so that the values of the male stakeholders are enforced upon students. This means, the resource may indirectly manipulate students to think that they are "wired" to only pursue certain roles or behaviours traditionally associated with their gender, such as females could think they are incapable of handling challenges on their own, in an attempt by sexist males to keep power. ...
This paper investigates different examples of offensive content in educational materials in schools.
... Education therefore is inherently politicized. Textbooks, consequently, serve as shortcuts to hegemonic discourses (Apple, 2004) and are valuable sources for studying state policies, such as gender policy. This study, therefore, explores the gender policy of the IRA government by analysing its textbooks to understand how textbook analysis in the field of curriculum studies can help explain contexts of sustained gendered injustice in and through education. ...
Statistics indicate that when the Islamic Republic of Afghanistan(IRA) was overthrown in 2021, the country ranked among those with the highest gender inequality, despite two decades of efforts to promote gender parity through education. This article investigates the failure of these educational initiatives in Afghanistan, in contrast to their relative success globally. Drawing on curriculum theory and employing a software-assisted multimodal quantitative and qualitative content analysis, it examines gender representation and discourse in 120 school textbooks and three national education policy documents. The study aims to assess the degree of gender inclusivity in school textbooks and to examine the extent to which educational policy curricula are aligned-or misaligned- with the implemented programmatic curriculum. The analysis reveals a disconnect between policy and practice: while policies advocate for gender inclusive-content, the textbooks remain deeply gender-biased, limiting their capacity to challenge entrenched disparities. The findings offer insights for policymakers and textbook writers aiming to develop more gender inclusive educational materials.
... While we recognize "the struggle" of market-based school reform against traditional public education for hegemony in the sphere of American schooling, it is just that: a struggle (Apple, 1977;Gramsci, 1971). Hardly an inevitable or teleological progression in the development and operationalization of schooling, charter schools represent a point of contention. ...
This theoretical essay takes up charter schooling as a form of neoliberal educational reform. This essay grapples with multiple theoretical ideas to present a novel way of thinking about charter schooling, especially charter networks, as a form of racialized enclosure. This essay uses the concept of “the commons”—a form of communal wealth that historically nourished the masses—and applies it to public education. We do so to understand the charter school movement as a form of enclosure, a move towards taking a public good and limiting access to it to create a private gain. We argue that this process acts as a form of accumulation by dispossession that is racialized in how it is enacted. We present charter schools as a form of racialized enclosure that ultimately creates a privatized gain while ultimately failing to deliver on promises of better schooling, most frequently in urban spaces. We conclude with a brief section on resistance to charter schooling.
... This fails to take into account culture as a major mechanism in delineating what counts as ability, disability and hence, normality (Artiles 2015). Apple (2009) states that labels and categories perpetuate the cultural and economic capital of those in the dominant groups. Those who are privileged through constructions of normality, directly and indirectly, are those who are not constructed as such in expense to those who are constructed in ways that label them as deviating from that 'norm.' ...
In this conceptual framework paper, I critically chronicle the historiography, policy, and scientific literatures of learning disabilities ( ld ) and provide a conceptual framework for reframing these as master narratives. I defined master narratives as the pre-existent sociocultural forms of interpretation. I interrogated the a) cultural-historical; b) the federal definition of ld within idea , c) the educational-professional academic and focused on, the d) social and emotional literature of ld . The master narratives from these literatures included: a) ld as a boy who struggles with reading, ld as a symbolic complex, and the legacy of the term “feebleminded”, d) assumptions about learning, ab/normality, difference, communication, dis/ability, culture and diversity, and issues of representation of student voice, e) a medical-psychological deficit oriented neurological, cognitive and instructional master narratives that assume dis/Ability within their neurology. These framings ignore the intersectional discursive, emotive and cultural-historical material contexts of students’ lived experiences.
... Especially in post-colonial states confronted by ethnic nationalism, minority issues and migration concerns simultaneously foster national integration, and managing diversity remains a challenge (Banks, 2008;Kiwan, 2007). Moreover, the concepts of elitism, social stratification, and power relations have been used to explain how JIES national identity construction and citizenship orientation occur in the curriculum (Apple & Apple, 2004;Kenway, 2018). Therefore, in planning the curriculum in relation to identity issues, it is crucial to carefully examine multifaceted contexts in diverse societies. ...
This study explores how national identity is presented in 13 elite Pakistani school history textbooks by examining micro-components of national identity. Findings reveal striking disparity in fostering national identity, presenting a shallow understanding of the country's history and moral values, lacking discursive devices to connect learners with the "imagined community." Textbooks introduce constitutional principles and political institutionalization in a dissociated and idealized manner, contributing to obliviousness of Pakistan's civic culture among the privileged youth. They focus largely on ancient history and heritage, failing to cover current issues and achievements. The textbooks encourage passive or obedient citizenship, serving elites' interests by perpetuating existing social and political structure. There should be a dedicated effort to align national and global perspectives, supported by a progressive, humanistic approach to foster enlightened citizenship and a vibrant, functional Pakistan cherishing diversity and harnessing youth idealism.
... In the context of intercultural language teaching and learning, research suggests that racial dynamics and biases are evident in language textbook discourses, curricula and practices. For instance, English language teaching/learning textbooks often present material that favors the representation of Whites over other races (Bowen & Hopper, 2023), portray racial and cultural groups in essentialized ways (Apple, 2004), and contribute to the reproduction of racial inequities in language classrooms by racializing and marginalizing local cultures and identities of the minority group (R'boul & Saidi, 2024;Saidi, 2024). Intercultural racial inequality is further sustained through the adoption of monocultural and monolingual perspectives that are grounded in White-centered epistemology. ...
... Aníbal Ponce's Educación y Lucha de Clases originally published in 1934 and which he already reflects the tangible and concrete role of education in the systematic reproduction of inequalities within colonial histories is key in this discussion. Among other antedating directions, we recovered normalistas-teachers's work such as Genaro Vázquez Rojas'and Lucio Cabañas Barrientos'with his Partido de los Pobres and his Brigada Campesina de Ajusticiamiento from the 1960s and 1970s along with Othón Salazar with the Movimiento Revolucionario del Magisterio (MRM) and Raul Ferrer's (1979) critical literacy campaigns associated with the Cuban Revolution.. Collaborating with and postdating Freire, we also took tinto consideration the theoretical work from Carlos Nuñez Hurtado (1971,1985) and Oscar Jara (1984,1992,1998) who followed Freire's legacy.We also follow the necessary National Autonomous University of Mexico/Argentina connection pointing out critical pedagogy's negative dialectic (Díaz Barriga, 1985) and subsequent crises amidst broader generalized left crises (De Alba, 1995 along with the need to vindicate Freire's notion of generative praxes (Puigrrós, 2004(Puigrrós, /2023(Puigrrós, /2010 from new left nihilisms within North readings (e.g., Apple, 1979Apple, /1990Apple, , 1982Apple, /1995Giroux, 1981Giroux, , 1983Giroux, /2001Illich, 1970). Important for us in the South-South dialogue is, not providing an exhaustive genealogy of everything but rather simply locating Freire as an interlocutor within an already existing and continuing South-South dialogue on Latin American critical pedagogies, a dialogue whose interlocution we participate in with our students. ...
En este artículo, estamos posicionando a Freire dentro del tema del colonialismo, y por tanto, hemos tratado de leerlo en el entorno de los diálogos Sur-Sur y Sur-Norte. El libro de Paulo Freire Pedagogía del Oprimido (2000 [1970]) es un texto fundacional, no sólo para la pedagogía crítica, sino también para las humanidades en América Latina. Pocos dudarían que Pedagogía del Oprimido de Paulo Freire fue influenciada por el marxismo y que este libro refleja y constituye una de las principales corrientes del marxismo mundial tanto como del marxismo latinoamericano. Sin embargo, lo que sería interesante, y lo que consideramos nuestra tarea aquí, no es explicar la perspectiva marxista (otra vez) en el trabajo de Freire, sino re-leer a Freire dentro de su contexto histórico incluyendo un exhaustivo conocimiento de las confluencias del colonialismo, clase, raza y servidumbre que persisten hasta el momento. Dándole seguimiento al trabajo de Adriana Puiggrós de releer y revitalizar las contribuciones de Freire, hemos tratado de mostrar un mapa general sobre la conexión del trabajo de Freire y el concepto de colonialismo en el contexto latinoamericano. Hemos realizado esto sobre el trabajo de Freire como parte de un diálogo necesario Sur-Sur, pero también para entender mejor a Freire como parte de los movimientos sociales e intervenciones institucionales emancipatorias en el momento presente. Escribimos este ensayo porque pensamos que los escritos de Freire son un constituyente necesario en los diálogos Sur-Sur y Sur-Norte.
... CST is not a traditional academic discipline but is considered a quasi-discipline within the academy. Examples of emerging research topics with a CST stance include schooling and curriculum (Apple, 1990;Giroux, 1995), stakeholder involvement (Lareau, 2000), and post-colonial education (Giroux, 1993;McCarthy & Dimitriadis, 2004). ...
This thesis is a compilation of eight published works on English-medium instruction (EMI) at the tertiary level, accompanied by a commentary that synthesises the findings and discussions from these works. Over the past three decades, research on EMI at the tertiary level has advanced significantly. However, much of the focus remains on problem identification, particularly in three areas: English language issues, pedagogical and professional learning challenges, and stakeholder perceptions of EMI. The increasing volume of such research suggests the field has reached a saturation point, indicating a need for a new approach focused on problem-solving (Han, 2023; Macaro & Akıncıoğlu, 2018). Notably, the existing literature lacks research and discussion on solution models that address ongoing challenges, particularly in relation to the professionalisation of EMI and improving students' learning outcomes.
To address this gap, this thesis draws on Critical EMI, grounded in critical social theory (CST) and socio-cultural theory (SCT), to present and analyse eight of my published works in response to the central research question: What does research on multidisciplinary teacher collaboration and student perception suggest for the professionalisation of EMI at the tertiary level? These works share a coherent theme related to the professionalisation of EMI, with particular emphasis on students' academic outcomes, motivation, interdisciplinary teacher collaboration, and the professional development of EMI content-teachers. The works include one report (Dearden et al., 2015), four research articles (Dearden et al., 2016; Macaro & Akıncıoğlu, 2018; Macaro et al., 2020; Akıncıoğlu, 2024), two book chapters (Akıncıoğlu & Lin, 2021; Akıncıoğlu, 2022), and one conceptual article (Akıncıoğlu, 2023), all published by internationally recognised, peer-reviewed outlets.
Five of these published works (one report and four research papers) utilise data collected from the EMI Oxford Project, a mixed-methods research initiative conducted at Oxford University between 2014 and 2017. The first sub-project was a qualitative inquiry into interdisciplinary teacher collaboration in Turkish EMI universities, using data from pre- and post-intervention semi-structured interviews (Dearden et al., 2015; Macaro et al., 2016) and audio recordings of collaborative lesson planning (Akıncıoğlu, 2024). The second sub-project employed a quantitative approach, investigating the impact of variables such as year group, gender, and university type on Turkish students’ perceptions of EMI. The third sub-project focused on EMI teacher perspectives on professional development and certification through online surveys (Dearden et al., 2015; Macaro & Akıncıoğlu, 2018; Macaro et al., 2020).
The commentary synthesises qualitative and quantitative findings from these eight published works interpretively (Noblit & Hare, 1988), applying perspectives from Critical EMI, CST, and SCT to categorise major insights and introduce a solution-oriented guiding model for addressing EMI professionalisation challenges—the EMI Professionalisation Framework (EMI ProF). To achieve this, Miles and Huberman’s (1994) coding procedures (data reduction, data display, and conclusion drawing/verification) were employed to extract themes from the qualitative and quantitative data of one report and four research articles. Additionally, narrative literature review techniques (Grant & Booth, 2009) were utilised to summarise and critically interpret the findings of one conceptual article and two chapters, facilitating thematic analysis and the discussion of emerging trends.
Reflecting on these findings, this thesis advocates for the professionalisation of EMI at the tertiary level to strengthen interdisciplinary teacher collaboration, improve students' academic content learning and motivation, and certify and recognise the competencies of EMI content-teachers. As a result, two frameworks are proposed: (1) a theoretical framework for EMI professionalisation, grounded in Freidson’s (2001) definition of professionalism, Evetts’ (2009) sources of professionalism, and Solbrekke and Englund’s (2011) concepts of professional responsibility and accountability; and (2) the EMI Professionalisation Framework (EMI ProF), a quality management programme for universities, designed to be implemented through institutional innovation projects. By prioritising strategic decision-making, quality assurance, sustainability, and improved learning outcomes in EMI programmes, this thesis makes an original contribution to the field through the EMI ProF. However, it is important to note that the EMI ProF should be viewed as a guiding model to stimulate further research and inquiry into professionalisation, rather than as a complete framework offering a definitive solution.
Lastly, the thesis calls for future research to focus on the implementation and refinement of models like the EMI ProF, given the global expansion of EMI and the pressing need for standardisation and quality management to ensure its effectiveness and sustainability.
... Bases for this paper are Michael Apple's ideas presented in his wellknown book "Ideology and Curriculum". By observing education in America, Apple attempted to make a connection between curriculum, social and intellectual conflicts, and legitimisation of certain type of normality (common sense - Apple 2004). In order to comprehend his claims adequately, it is necessary to offer definitions of certain terms and concepts, such as: social conflict, selective tradition and hidden curriculum. ...
Building upon ideas on the importance of conflict for social action and role that selective tradition and hidden curriculum have in society, the aim of this paper is to analyse the way in which conflicts are presented in the 8th grade elementary school textbooks. Content analysis of the textbooks has been conducted. After noting every representation of each conflict and labelling the conflict as violent or nonviolent, five separate categories have been defined by the means of induction, representing different types of conflicts: 1. international; 2. intranational; 3. Conflicts for improvement of position of a specific group; 4. conflicts between individuals; 5. intellectual conflicts. The first four types of conflicts represent social conflicts in a narrow sense, while the fifth type is based on Apple’s notion of intellectual conflict. Results show that intellectual conflicts are almost non-existent. Among social conflicts in a narrow sense, the most common are international conflicts, which are, at the same time, the most violent. Other types of conflicts, such as those representing struggle of one population group for improvement of their position, are less common, and are mostly represented as nonviolent.
... often, they came across it by accident, influenced in part by their negative school experiences. This aligns with some research on the way that the schooling system incorporates political agendas in its curriculum (Apple, 2004). I also analysed the family themes raised by my interviewees, which demonstrate the influence of the family on the formation of a certain individual narrative. ...
This thesis examines how the virtual libertarian community in Poland has adapted and evolved in relation to technological advancements in a digital society. Drawing upon the contextual framework of the 20th and 21st centuries digital revolution, this doctoral thesis focuses on individual experiences and the broader implications for the community, as perceived by its members. Employing Episodic Narrative inquiry (ENI) for data collection and thematic analysis bolstered by auto-ethnographic elements for data interpretation, this study uncovers common trends and themes across interviews.
It contributes to a deeper understanding of online socio-political activities within the virtual libertarian community in Poland, moving beyond the examination of their philosophical beliefs. In doing so, it also allows for a unique, as it is the first of its kind, insight into the virtual dimension of libertarianism. It contributes to drawing new perspectives on virtual social groups and their impact on society.
Key findings include the integral role of technology in shaping the real-life experiences of those individuals, the dichotomy of online and offline experiences they shared, and the transformative impact of increased connectivity and access to information they underlined. The study not only offers valuable insights into the experiences of Polish virtual libertarians but also illuminates the transformative potential of digitally driven social groups. By exploring the complex dynamics between technology, individual experiences, and collective engagement, this study paves the way for future research on the societal impact of technological advancements in the digital age as well as on the virtual character of libertarianism.
... Whether from a Bourdieusian social-class perspective or a community-oriented one (Gutierrez & Rogoff, 2003), this emphasis on culture amounted to the following idea: Through a hidden curriculum that was activated either through teachers' own subjective biases (Gil-Hernández et al., 2024;Gortázar et al., 2022) or schools' institutional cultures (Jukic, 2019;Wren, 1999), students were neither educated nor assessed in terms of more or less universal and unproblematic academic standards, but of specific cultures that were either privileged or underprivileged in society and schools. From the studies of Jackson (1968), Bowles and Gintis (1976), Apple (1979), Giroux andPenna (1979, p. 28), Silberman (1979, pp. 92-113), or Anyon (1980), to more recent research from Sayer (2019), scholars succeeded in identifying the large range of educational factors and variables that were left untouched by the aims, knowledges, and competences included in the official curriculum. ...
In this article I explain the contradiction between the averagely high and equitable scores that Spanish students obtained in the last three editions (2015, 2018, and 2022) of the Program for International Student Assessment, and Spain's extremely high and unequitable rate of grade repetition in schools. After ruling out alternative explanations for this discrepancy, I explore the hypothesis that grade repetition in Spain is an effect of the hidden curriculum. Methodologically speaking, my explanation establishes analogies with Einstein's theory of relativity and draws on its spatial topoi to conceptualize the difference between the official and the hidden curriculum and the undemocratic conflation between upper-and middle-class cultural capital and academic skills. This conflation, I argue, lies behind said contradiction between Spanish students' scores in PISA and the rates of grade repetition in Spain.
... Adolescents spend a significant amount of their time within the school environment, making it a crucial space where they not only acquire knowledge but also develop essential social skills and engage in interactions with their peers. Moreover, schools are recognized as institutions that can perpetuate and reproduce various forms of inequality, such as those based on sex, gender, sexuality, race, and other factors (Apple, 2019;Aronowitz & Giroux, 2003). My fieldwork material consists of observation fieldnotes of lessons and breaks and transcripts of individual semi-structured interviews with students. ...
This thesis aims to address the research question: In what way do social interactions in school shape the gender identity of students? Through a school ethnography conducted in a Hungarian primary school located in Budapest, Hungary, I investigate the complexities of gendered violence and its influence on students' experiences in the school environment. The fieldwork took place between the end of April and beginning of June in 2022, focusing on an 8th-grade class consisting of 28 students. By immersing myself in their everyday lives, including observing lessons and breaks, and conducting semi-structured individual interviews with 9 students, I sought to gain insights into their experiences and perspectives. My findings highlight the interconnected nature of gendered violence and social interactions in school, emphasizing the role of systemic violence, gender stereotypes, power imbalances, and discrimination in shaping students' gender identities. The research reveals the impact of intersecting identity categories on students' social positioning and the types of violence they experience in school. It also uncovers the normalization and oversight of sexual harassment and verbal abuse in schools, shedding light on the importance of parental attitudes in perpetuating gender inequalities in school. Ultimately, the insights gained from this research contribute to the broader scholarship on violence, gender, and social interactions in schools.
... Compounding the issue, some argue that teachers often find themselves constrained by mandated curricula that historically prioritize individualistic ideologies at the expense of cultivating a citizenry empowered with democratic literacy (Apple, 1979;Carey, 2019;Dewey, 1916;Gutman, 1995;Levinson, 2018;Onosko, 2011). As a result, many graduates enter the public sphere with a deficit in the fluency necessary to navigate the choppy waters of democracy (Mickey, 2022;Nicoli et al., 2022;Trend, 2013;Warren, 2018). ...
This case study investigates aspiring school leaders’ perception of political literacy in educational leadership, offering critical recommendations for principal preparation programs, policymakers, and future research. As a qualitative study, the case addresses integrating political literacy policy, developing relevant professional development opportunities, and initiating future research to gauge the possible impact of political literacy as a practice and subject. Moreover, findings reveal the challenges and strategies for implementing political literacy in school settings through the lens of experienced teachers with aspirations to be school leaders. The research suggests that a comprehensive approach emphasizing political literacy may empower aspiring school leaders, improve school-community relations, and promote an informed citizenry. This study signifies a crucial step towards cultivating politically literate school leaders equipped to foster democratic engagement and critical thinking within school communities.
... Education is the basis of a society's growth, building on individual knowledge, convictions and skills while reflecting and supporting larger social systems and procedures. It describes society as an institution deeply embedded in societies' structures perpetuating their dominant values and ideologies (Apple 2004). the process of education is both a product and maker of social reality hinges greatly on the relationship existing between it and the society determined by educational theory as well as practice. ...
Social theory is a powerful tool to understand how social influences shape the processes and outcomes of education. Through exploring this intersectionality, scholars can better grasp how educational institutions reproduce social inequalities, meaningfully move towards transformative practices in education fostered by ideas about justice or equity. This paper provides an overview of the underlying mechanisms that affect education and the role of perpetuation or challenge of social inequality. It provides insight into how social structures, cultural norms, and power dynamics shape the process and outcome of education and provides a framework for the development of educational strategies grounded in social theory. It also explores the challenges of implementing social theory-based practices in educational settings. It is possible to better comprehend how educational systems continue socio-economical stratification by maintaining pre-existing paradigms and more diverse student bodies.
... This is because critical education scholars claim that education and knowledge are not neutral as they are loaded with power; consequently, this can create power imbalances within and beyond classrooms (between teachers and students, student and other students, researcher and participants, and what knowledge is centred/left out) (Pennycook, 2021;Tisdell, 1993). They further argue that education has also failed to address cultural and social inequality (Apple, 2009;Giroux, 2004). So, Jonas (1984) explains that the possibility of ethics happens when one with more power acts in the interests of others with less power. ...
This open access book aims to show how creative ruptions – disturbances or commotions - can lead to the emergence of ethical, care-ful educational futures. Grounded in empirical and theoretical research undertaken from posthuman, decolonial, new materialist and feminist perspectives, this edited volume questions historical and current assumptions as to how education is structured and enacted, and provides examples and tools illustrating how to create and work with creative ruptions. Under the guidance of an experienced editorial team, the authors demonstrate how creative ruptions can respond to various wicked problems through the design and enactment of transformative pedagogies and accompanying research. Including consideration of how we can grow our emotional repertoires from anxiety to include hope and courage, the book explores how creativity might expand the horizons of personal, social and political possibility that take shape within – and ultimately determine – education and its futures. Offering theoretically driven and practically grounded transdisciplinary examples of alternative educational futures, this volume is an ideal reading for those interested in the intersecting fields of Possibilities Studies in Education, Creativity in Education, Educational Futures, Pedagogy, and related disciplines.
... While a few studies have examined the "hidden curriculum" (Apple, 1990;Giroux & Penna, 1979) of adult literacy education (Auerbach & Burgess, 1985;Coles, 1977;Lankshear, 1987Lankshear, , 1993Mezirow, Darkenwald & Knox, 1975;Nesbit, 1998;Peterson, 1988;Pruyn, 1999;Quigley & Holsinger, 1993;Sandlin, 2000), I could find no research examining with this critical lens the rhetoric surrounding the GED. Given the overwhelming unquestioning support for the GED among adult literacy policy, programs, adult learners, and society in general (Smith, 2003), it is important to examine more carefully just how the GED is presented to learners, and how learners themselves view the GED. ...
This article explores the ways in which the General Education Development diploma (or GED) is presented by the formal and informal curriculum, teachers, and learners in two basic educational programs serving welfare recipients. I examine the rhetoric surrounding the GED, focusing on the GED's ability to achieve positive impacts in learners' lives. Findings from the two programs show that the taken-for-granted assumptions about the GED as presented in these two classrooms promote the message that getting a GED is the way to a better life. The two outcomes stressed most frequently were that getting the GED opens up "new possibilities" and that getting the GED can solve economic problems. The almost magical power of the GED to transform lives was highlighted in these classrooms, and there was very little day-to-day questioning of this rhetoric. After a presentation of the rhetoric of the GED, I discuss how this rhetoric matches what we know about the impact of the GED from various outcome studies. I conclude that the rhetoric of the GED and the findings from outcome studies present a mismatch that should be problematized by adult education researchers and teachers. Résumé Dans cet article, nous abordons la façon dont le diplôme d'équivalences d'études secondaires (ou GED) est présenté par le programme d'études formel et informel, les professeurs et les apprenants de deux centre d'éducation des adultes desservant des bénéficiaires de l'aide sociale. Nous analysons le discours entourant le GED, qui insiste son impact positif dans la vie des apprenants. Les resultats de la recherche montrent que les prétentions sur le GED de ces deux centres répandent l'idée que le diplôme d'équivalences d'études secondaires mène à une vie meilleure. Les deux avantages les plus fréquemment mentionnés sont qu'avoir son GED ouvre des portes et élimine les problèmes d'ordre financier. Les deux centres insistaient sur le pouvoir quasi magique du GED de transformer une vie, et cette idée n'a presque jamais été remise en question par les apprenants. Après une présentation du discours entourant le GED, nous analyserons comment ce discours correspond aux résultats de diverses études sur l'impact du GED dans la vie des apprenants. En conclusion, le discours entourant le GED et les resultats de la recherche sur son impact divergent et il serait souhaitable que des chercheurs et des professeurs en andragogie s'y attardent.
... This is because critical education scholars claim that education and knowledge are not neutral as they are loaded with power; consequently, this can create power imbalances within and beyond classrooms (between teachers and students, student and other students, researcher and participants, and what knowledge is centred/left out) (Pennycook, 2021;Tisdell, 1993). They further argue that education has also failed to address cultural and social inequality (Apple, 2009;Giroux, 2004). So, Jonas (1984) explains that the possibility of ethics happens when one with more power acts in the interests of others with less power. ...
This chapter seeks to explore decolonisation as a creative orientation to problematise the politics of knowledge hierarchies of university curriculum (research methods in the case of this chapter) in order to respond to issues of epistemic violence and exclusion, and create transformative and radical ideas about the future of education. The critical discussions are the result of my interactions with different educators and students within the UK and beyond, my lived experience as an Algerian Kabyle who immigrated to the UK, and my doctoral research. The latter sought to explore the lived experiences of EFL (English as a foreign language) master’s (MA) students in studying research methodology and writing their dissertations in education fields at an Algerian university. I begin to discuss my own education journey in both Algeria and the UK which was grounded in Eurocentrism. The chapter then defines the concept of decolonisation in the context of educational research, and what this proposed orientation may mean for the future of education. I further explain the significance of using decolonisation as a creative approach to address exclusion and inequality, and invite readers to think of what it may mean in terms of their practices, pedagogies and creating new possible realities of educational futures. I also conclude with offering some practical ideas for change to decolonise educational research methods curriculum in a higher education (HE) context.
... This proves that the curriculum and pedagogy are, to some extent, reflecting the dominant ideology and culture in Indian academia. Apple (1990) refers to this as a hidden curriculum whereby students are socialised and behaviourally conditioned to accept the dominant narrative rather than challenge social hierarchy and entrenched power structures. Shor (1992) describes it as an authoritarian classroom where students are conditioned to become passive, conformist, and obedient members of society, thus generating easily manipulated workers and passive, apathetic citizens. ...
This study explores caste discrimination in Indian higher education through curriculum and pedagogical approaches in the classroom. Classrooms in India have not only played a significant role in knowledge production but have also been (re)-producing caste-based prejudice, discrimination, and social inequalities, both inside and outside the Indian education system. On the basis of the analysis of semi-structured interviews with 15 Dalit students, the study explores the caste dynamics operating within the classrooms of universities based in Uttar Pradesh, the most populous state in India. The aim of the study is to understand what a ‘classroom’ means to Dalit students at a university situated in a caste-ridden hierarchical society. It seeks to determine how the pedagogical practices and curriculum play a crucial role in producing and reproducing a hierarchy of knowledge and re-enforce caste-based social inequality. The study argues that Dalit students do not passively accept their fate but tend to organise and resist caste practices in higher education. Also, they advocate for diversity in curricula and pedagogy to make higher education more accessible, inclusive, and democratic.
... Importantly, in relation to curriculum and its centralization or devolution, we acknowledge that curriculum design is inherently political (Apple 1979). A curriculum maintains, reproduces, and replicates the structures of power in society, as well as the power to define what is "valued knowledge" (Thwaites 2018). ...
... I originally set out to theorize an activist music education for K-12 schooling to construct a way that music education might contribute to an ongoing climate of injustice and oppression (Hess 2019b). Schooling firmly functions to reproduce unequal social relations (Apple 2004, Bourdieu and Passeron 1990, Love 2019, and I sought to interrupt this cycle. In doing so, however, I created a problem rooted in contradictions: in an activist classroom, drawing a creative line of flight out of a striated space is likely impossible. ...
... In the Anglo-American world, the development of school subjects has long been an import topic of research and inquiry in history and sociology of education and curriculum studies. From a sociological and critical standpoint, scholars have shown that how knowledge is selected, sequenced, and organised into school subjects is inextricably intertwined with questions of social class, race, gender, power, and politics (Apple, 1979;Bernstein, 1971;Young, 1971). From a socio-historical perspective, scholars have demonstrated that school subjects have roots in power and interest struggles between and among those associated with various academic disciplines and those outside the university (Goodson, 1985(Goodson, ,1993Goodson, Anstead, & Mangan, 1998). ...
... Power also functions via a larger "consensual basis" (Adamson, 1983, p. 170)a feature of Antoni Gramsci's "hegemony"threaded through economic, political, and cultural systems, of which schools are a part. The commonsense of school operates through shared knowledge, relational parameters, classroom norms, assemblages of meanings, and practices that "saturate" the consciousness of school actors to control how school lives are lived (Apple, 2019). Without resistance, school stakeholders wield dominant ideologies that comprise and endorse the status quo and institutionalize such ideas with policies and practices. ...
As scholars account for the disproportional harm adolescent Black and Latino boys face in school, needed are studies that report on more than educator bias. Utilizing interviews and ethnographic observations from an urban charter school, I introduce and deploy the Intersectional School Power Model to illustrate how multiple school processes coalesced to uphold the criminalization of Black boys and stigmatization of Latino boys subtly and acutely. Findings show their (mis)treatment resulted from intersecting power arrangements across four school domains: the structural (e.g., organizational components), cultural (e.g., school norms), disciplinary (e.g., student corrective policies and practices), and interpersonal (e.g., daily interactions).
... Scholarly attention to the role of the hidden curriculum as a potential dimension of sustainability education is scant. Generally defined as embedded -and typically unintended -educational content that is not part of the explicit curriculum, the hidden curriculum socializes learners by normalizing specific forms of behavior (Apple, 2004). The hallmark of the hidden curriculum is that it is implicit. ...
Scholarship has neglected relationships between the hidden curriculum
and environmental sustainability. The prevalence of ELT worldwide cou-
pled with the importance of behavioral norms in sustainability makes
such examinations necessary. In response, the objective of this project
was to investigate depictions of norms with implications for environ-
mental sustainability in the hidden curriculum of English language teach-
ing (ELT) materials from Japan. Methodologically, a content analysis of
3837 ELT materials used across Japan was conducted to understand
implicit portrayals of such norms. Results indicated that many behaviors
normalized in these materials were not sustainable. The promotion of
tourism to stereotypical locales and a consumerist stance were especially
notable. Since Japanese formal education is ostensibly committed to
sustainability, this research illustrates how the hidden curriculum can
work at cross purposes to the official curriculum. It also suggests a
framework for assessing environmental sustainability within the hidden
curriculum beyond ELT and outside of Japan.
This introductory chapter to the book examines the complex transformation of colonial power structures in African education systems following independence, revealing how colonialism was effectively replaced by neocolonial forces driven by neoliberal ideologies. The analysis begins by critically examining how multinational corporations and international financial institutions, particularly the World Bank and International Monetary Fund, continue to exert significant influence over curriculum development across African nations. Through this lens, the chapter illuminates how these institutions perpetuate epistemic injustice by privileging Western knowledge systems while marginalizing African ways of knowing. The discussion then shifts to explore various African educational autonomy movements and decolonial initiatives that seek to dismantle neoliberal and neocolonial influences in African curriculum landscapes. Building on this foundation, the chapter advocates for the reclamation of African knowledges by rehabilitating the work of “dustbin thinkers”—African intellectuals and knowledge systems historically dismissed or devalued by colonial powers. This reconceptualization provides a framework for understanding subsequent chapters and establishes the book’s central argument for epistemic justice through the decolonization of African education systems.
Moral education is widely regarded as a foundation for responsible citizenship and social cohesion. Yet beneath its pedagogical surface lies a potent ethical dilemma: at what point does moral education cross into indoctrination? This article examines the fine line between ethical instruction and narrative control, exploring how educational systems may unintentionally-or deliberately-impose rigid ideological frameworks that suppress critical thinking. Drawing on political philosophy, educational theory, and real-world case studies, the article interrogates the ethical boundaries of moral pedagogy and proposes criteria for distinguishing authentic ethical development from coercive belief formation.
The scarcity of Asian American-focused scholarship and the small number of Asian American educators contribute to Asian American invisibility in education research (An, 2022; Hsieh & Kim, 2020; Rodríguez, 2020). Hence, this multiple case study provides exemplary cases of four Asian American bilingual teachers who took initiatives and made efforts to center Asian American studies in their dual language programs (i.e., Vietnamese and Mandarin Chinese). The findings show that these Asian American bilingual teachers used multiple strategies to advocate for and teach Asian American content in their dual language programs, including (i) partnering with families and communities to center Asian American stories and experiences; (ii) using community-based teaching practices; (iii) resisting racial/ethnic essentialism and fostering solidarity in school communities; and (iv) embracing students’ multilingual identities. The study contributes to our scholarly understanding of Asian American bilingual teachers’ pedagogical practices and emphasizes the important role these teachers play in the Asian American movement.
This chapter explores the historical development of environmental consciousness, with a focus on the Australian and NSW contexts. It begins by examining the genesis of environmental awareness and traces the influence of early explorers, scientists, and naturalists who laid the foundation for understanding the natural world. The role of acclimatisation societies, and the contributions of collectors, illustrators, artists, and writers, in fostering a cultural appreciation of nature are highlighted. The development of state legislation is juxtaposed with the advocacy which encouraged its progress. Discourses in protection, preservation, and conservation prevail, shaped by utilitarian and progressive ideals. Advocacy groups align with the categories of scientists, naturalists, bushwalkers and urban renewalists—the setting up of anthropocentric and ecocentric dichotomies. The narrative discusses conservation through the lens of Crosbie Morrison’s critique, and the evolution of Nature Study. Science as a Western endeavour is problematised. The chapter closes with developments reflecting the gradual shift in societal attitudes toward nature that have occurred alongside profound changes in science, technology, governance and society. This chapter contextualises and sets the scene to showcase systems inseperability. It starts the narrative of finely detailed events, characters and bureaucratic processes giving insight into the uncertain, conflicted nature of policy development.
This chapter synthesizes key themes and challenges that have shaped the history of environmental education centres (EECs) and the environmental and sustainability education (ESE) emanated from them. It narrates the story through the experiences and voices of the EEC educators within the NSW Department of Education, with some reference to synergies or divergences from examples of EECs within different global settings. It highlights how EECs have evolved from conservation to environmental education to ESE and into transformative ESE. It explores pedagogy, curriculum, and evaluation, and analyses how the Lucas frame is addressed given its familiarity within the data. This frame is extended to include Vare and Scott and Stevenson essentials for transformative ESE practice. Themes of networking, comradery, action-orientation, First Nations’ knowledges, and teaching impact are developed. Enduring tensions such as the challenges of preservice/teacher education, the waxing and waning of political power, and leadership are outlined. It reflects on normative paradigms, silencing within bureaucratic systems while also drawing inspiration from movements that work outside the norm. Leadership (educators playing a key role) and stable ESE initiatives emerge as critical factors for transformational change. Movements like the School Strike for Climate (SS4C) serve as an example of impactful leadership learning.
In this paper, I explore the significance of place in education. The historical context is expressed by the ecological and climate crises in a world distinguished by the unjust distribution of privileges and burdens. I elucidate the concept of place by entering the tradition of the pedagogy of place. Here, the significance of place is accentuated with a sensitivity to the local context, in contrast to other educational approaches that emphasize more generic, abstract knowledge. A central premise is the notion of place as a delimited unit that is distinguished from other places. This stable notion, I argue, needs to be reconsidered in the present. With reference to Massey, I accentuate relations as pivotal to a notion of place that accommodates both a sense of belonging and conflicts of power and interest. I hold that education at this time in history should be sensitive to our situatedness in everyday life’s web of relationships. Still, general knowledge is required to bring up perspectives that enable students to critically conceive the place in which they are situated. I make and discuss these claims with reference to and in critique of Young’s notion of powerful knowledge and Klafki’s reformulation of German Didaktik. A central concern is to clarify the mediation of situated knowledge and general knowledge in educational practice. In the final part of the paper, I bring in elements from critical hermeneutics and utopian thinking, approaching Bildung as a process involving situatedness, distantiation, and refiguration.
La observación de aula es una práctica fundamental en la formación y el ejercicio de la profesión docente que permite procesos sistemáticos de evaluación, retroalimentación y reflexión individual y colectiva en torno a la praxis pedagógica. Aunque las tecnologías digitales han expandido enormemente las posibilidades de dicha práctica más allá de la presencialidad, por ejemplo, mediante el uso de plataformas y videos de clases, sus supuestos teóricos han sufrido, en lo medular, modificaciones más bien menores. El presente artículo problematiza la observación de aula en su forma convencional y estandarizada tomando como ejemplo su desarrollo en la investigación educativa en Chile. Se exponen los fundamentos teóricos de una aproximación empírica cualitativa de orientación fenomenológica a la observación. Además, se aborda la experiencia de su operacionalización realizada en el marco de un taller de observación de videos de clases, en el que participaron estudiantes y egresadas de pedagogía de una universidad chilena. Con la repetición continua de cuatro pasos metódicos (descripción, reducción, validación intersubjetiva, variación), la aproximación fenomenológica es capaz de: 1) replantear la observación de aula convencional limitada a la aplicación de criterios, pautas, protocolos o rúbricas dadas de antemano; 2) posibilitar una reflexión crítica de las experiencias previas y los sesgos de quien observa; 3) abrir la experiencia de observación a la contingencia y a la particularidad de acontecimientos tácitos u obviados en situaciones pedagógicas observadas. Así, esta aproximación supone ejercitar la mirada pedagógica dentro y fuera del aula, siendo factible de implementación en procesos de formación inicial docente.
The Nature of Work (Berrell, 1994) was published 30 years ago. A lot has happened in the world of work since then. Rapid advances in science and technology have significantly impacted the types of work we do, the design of our workplaces and work tasks, our social relationships, and the very nature of work itself. Today, the continual march of robotic technology into the production of goods and services and the application of artificial intelligence [AI] (a type of ‘intelligence’ that resides in machines, generally in computer systems) to a variety of processes challenges our traditional understandings of the nature of work as an essential human activity. Advertising jobs with the byline humans need not apply is no longer a flight of fancy.
The original chapter, The Nature of Work (Berrell, 1994), was published 30 years ago. A lot has happened in the world of work since then. Rapid advances in science and technology have significantly impacted the types of work we do, the design of our workplaces and work tasks, our social relationships, and the very nature of work itself. Today, the continual march of robotic technology into the production of goods and services and the application of artificial intelligence [AI] (a type of ‘intelligence’ that resides in machines, generally in computer systems) to a variety of processes challenges our traditional understandings of the nature of work as an essential human activity. Advertising jobs with the byline humans need not apply is no longer a flight of fancy.
This chapter provides a brief history of the concept of emancipation and its applications in and relationship with education, starting with the Enlightenment and considering both the continuation and the critique of this tradition that has further shaped the relationship between education and emancipation. The tension between two meanings of emancipation—personal, intellectual emancipation on the one hand, and political emancipation of the oppressed and the entire society on the other—comes into view in the divergence between Kantian and Marxists paths to emancipation. The chapter goes on to consider the ideas by notable classic thinkers who further developed the Enlightenment ideal of emancipatory education by democratizing it (Freire, Habermas, Dewey, Popper), but also outright questioned some of its main aspects (Peirce, Berlin, Rancière). Nevertheless, even the critics of the Enlightenment mentioned here stay faithful to the ideals of equality and freedom that were formulated in the Age of Reason. And here we are, facing “new” and “old” challenges and media. The chapter then presents the content of this volume, commenting on each chapter and reflecting on how the book Rethinking Education and Emancipation tackles the relationship between emancipation and education by considering contemporary struggles and crises, as well as rethinking and recontextualizing the classic ideas (authors), and building on more recent work.
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