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World Yearbook of Education 2011 - Curriculum in Today's World: Configuring Knowledge, Identities, Work and Politics (Paperback)
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World Yearbook of Education 2011 - Curriculum in Today's World: Configuring Knowledge, Identities, Work and Politics (Paperback)
Series: World Yearbook of Education
Expected to ship within 12 - 17 working days
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How do curriculum, conceptions of knowledge and the schooling
experiences of young people engage the great issues of this
tumultuous time? Curriculum is always influenced by the events that
shape our world, but when testing and bench-marking preoccupy us,
we can forget the world that is both the foundation and the object
of curriculum. This edited volume brings together international
contributors to analyze and reflect on the way the events of the
last decade have influenced the curriculum in their countries. As
they address nationalism in the face of economic globalisation, the
international financial crisis, immigration and the culture of
diaspora, they ask how national loyalties are balanced with
international relationships and interests. They ask how the rights
of women, and of ethnic and racial groups are represented. They ask
what has changed about history and civics post 9/11, and they ask
how countries that have experienced profound political and economic
changes have addressed them in curriculum. These interactions and
changes are a subject of particular interest for an international
yearbook in that they are almost always permeated by global
movements and influenced by multinational bodies and practices. And
as these essays show, in curriculum, global and international
issues are explicitly or implicitly also about local and national
interests and about how citizens engage their rights and
responsibilities. This volume brings together a new approach to
perspectives on curriculum today and a new collection of insights
into the changes from different parts of the world which discuss:
How is the world represented in curriculum? How do responses to
world events shape the stories we tell students about who they are
and can be? This book will be of great benefit to educational
researchers and policy-makers, as well as undergraduate and
postgraduate students.
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