Worlds of Literacy Worlds Apart: Reading at Home and at School

This article considers the findings of a literacy survey with Year 7 students who had experienced difficulties with reading. It highlights the range of texts and events that these students were choosing to engage with outside school and the mismatch between home and school literacy. The findings signal a need to go beyond the traditional reading test to uncover the texture of literacy experience and achievement in students' lives.     

Process implementation perspective on neoliberal regulation: a comparative analysis of national curricula and standards-based reforms in the USA and Australia

ABSTRACT

This comparative case study adopts a process implementation perspective on neoliberal regulation to explore developments in national curricula and standard-based reforms in the USA and Australia. Date sources include research reports, books, OECD data, and local survey data. The comparison of the dynamic of two countries reveals that whereas policymakers in the USA adopted a transforming regulatory strategy (targeting the ambiguity and conflict levels in local policy) to implement, Australian policymakers adopted a congruence regulatory strategy (ratifying ambiguity and conflict levels). As a result of this dynamic, the education system in the USA displays a relatively tighter structure, which is related to the tighter professional teaching culture. The analysis suggests that the effect of global ideas and policies adopted locally depends on policymakers’ regulatory strategy, and that local system change drastically only when policymakers adopt the neoliberal default preference for active transformative implementation. Hence, a specific implementation dynamic is a key factor in the global neoliberal agenda, and its presence or absence indicates convergence or divergence between countries adopting similar policies.     

赫尔巴特课程思想的再解读:一种比较分析的视角

赫尔巴特通常被看成是"传统教育"的代表人物,其课程思想特征一般被概括为"三中心"——课堂中心、教材中心和教师中心。这种概括实际上是对赫尔巴特课程思想原旨的误解,其根源在于将赫尔巴特本人的课程思想与赫尔巴特学派的课程思想以及传统课程思想混为一谈。通过分析比较三者的异同,可以发现:赫尔巴特学派课程思想是对赫尔巴特课程思想原旨的背离;杜威课程思想是对赫尔巴特课程思想的复归与超越;赫尔巴特课程思想与传统课程思想并非等同,他的某些具体课程主张超出了传统课程思想的藩篱,具有现代课程思想的意蕴。     

A comparative study of GCE and international curricula in Singapore and Australia

This paper is a comparative analysis of global citizenship education (GCE) in two primary schools, an international school in Singapore and an independent school in Australia, focusing on the implementation of GCE practices through the adoption of international education models - the International Primary Curriculum (IPC) and the International Baccalaureate Programme (IB) respectively, to create hybrid curricula. The research findings indicate that the curriculum and resources, school culture, school leaders’ and teachers’ values, as well as the utilisation of human and financial resources all influence how the schools engage with GCE in their quest towards internationalisation. A key overarching finding of the research relates to the tensions between critical democratic and educational domains and neo-liberal market rationales, which had significantly affected the schools’ decisions in curricula and GCE enactment within both schools. Despite their commitment to GCE ideals, both schools were equally mindful about being distinctive and remaining competitive within their educational markets.     

Critical citizenship education in England and France: a comparative analysis

The promotion of ‘critical citizenship’ has become a key objective of official school curricula around the world. Using an analytic framework developed by the authors, this paper identifies the diverse conceptions of critical citizenship that are promoted, by comparing the official school curricula for citizenship in England and France. The analysis goes beyond the dichotomous distinctions prevalent in comparisons of education in the two countries, especially those that focus on the contrasting degrees of centralisation–decentralisation, and suggests that there were significant differences in the goals promoted in their curricula with regard to four key dimensions: ideology, the collective, the individual and action. While these differences reflect historical, political, social, economic and cultural differences between the two nations, the analysis indicates a lack of symmetry across the levels of the curriculum, which contributed to the significant spaces that were found to exist which have the potential for teachers and students to creatively interpret how critical citizenship can be understood and implemented in the classroom.     

Worlds Apart in the Curriculum: Heidegger,technology, and the poietic attunement of literature

In this article I elucidate a conception of small worlds, or ‘ontological’ contexts, within the curriculum that stand out and beyond the horizon of technological‐scientific reality, which might be linked with forgotten, marginal ways of being and thinking. As I attempt to demonstrate, it is possible that such ontological worlds apart from technology's ‘Enframing’ effect might inspire the type of meditative thinking in our classrooms that is consistent with Heidegger's notion of authentic worldly dwelling as it appears in the later writings of the 1930s, or the ‘turn’.     

Educational technology, epistemology and discourses in curricula in Norway

Why is Norway, the first nation in the world defining digital literacy, as the fifth basic competence in the national curriculum？ How has epistemological and ontological issues influenced educational technology and how has this influenced discourse of educational technology in curricula which have led to today＇s ＂technology friendly curriculum＂？ These are central questions in this paper and one of the main aims within the paper is to analyze what kind of impacts, such underlying epistemological and ontological aspect, has been given in Norwegian curricula throughout the last decades in light of Koschmann＇s （1996） technological paradigms. As consequence of this, the paper will highlight the most relevant discourses about educational technology in different curricula as an entry point to ask, if the increased ICT （Information and Communication Technology） status in the new national curriculum has established new discourses and got any impact in the practice field yet.     

Conceptualising education quality in Zambia: a comparative analysis across the local,national and global discourses

Building on the Education for All movement, the 2030 Agenda for Sustainable Development re-emphasises quality education as a discrete goal. Contextualising the discussion surrounding this goal in Zambia, this study examines how education quality is conceptualised by educational stakeholders at local, national, and global levels. Triangulating teacher survey and interview data with policy documents from the government of Zambia and UNESCO, we found simultaneous convergence and divergence regarding the concepts of education quality espoused at each level. Convergence was shown in the critical influence of the economic tradition within education and the perceived role of schools in fostering resilient individuals and communities. Divergence was observed through the varying meanings assigned to similar concepts and the dissimilar influences of the humanistic and organisational management traditions at different levels. We discuss the implications of our findings for fostering collective efforts among key partners toward the achievement of quality education in Zambia.     

英汉语篇语音衔接对比分析

根据韩礼德及其他学者的研究。认为英汉语篇的语音衔接是一种不可忽视的衔接方式。通过例证，将英汉语语音衔接方式分为：同指成份的非重音化、语调衔接、语音修辞衔接等，阐述了汉语中语音衔接的具体方式与英语语音衔接等问题。     

商务英语听说语篇的语篇功能分析

运用系统功能语法理论中的语篇功能来对一篇"公司销售情况回顾和绩效报告"(Sales Review And Performance Report)语篇的分析证明,该语篇大多采用阶梯型和放射型的主位推进模式。     

英汉篇章中的词语衔接

在连贯的说话和语篇中,英汉两种语言都用词语作为相邻句子的衔接手段.这些词语衔接可分为词语重复、同义词使用和词语配置.总的说来,英汉语的词语衔接功能与用法基本相同,但英语的同义词似乎用得更多一些,而汉语的词语重复则用得较多.     

The effects of discourses in regional contexts on the development of curriculum-based literacy standards for adolescents in schooling: a comparative study of South Australia and Ontario

This study analyses how discourses in regional contexts affect the development of curriculum-based literacy standards for adolescents in schooling. A comparative case-study research design enabled the influences of discourses at the regional level to be analysed. The case studies include the development of curricula to define a minimum literacy standard for the final years of schooling for adolescents in Ontario, Canada, and South Australia, Australia. Critical discourse analysis of key texts associated with the development of literacy standards in each region reveals how globally shared meanings about standard setting for schooling interact with other discourses operating in local contexts to produce curricula that define literacy standards. The results indicate that, while a global discourse about standards-based reforms may be foregrounded in curriculum, locally generated discourses can challenge key ideas associated with a simplistic discourse about standards. Discourses about literacy in Ontario and South Australia contest the assertion that literacy at the end point of schooling can be defined as a basic competency and local meanings associated with literacy are emphasised within the curriculum for each location. Language choices, involving particularly lexical cohesion, complex noun groups and nominalisation, are used to ensure that local meanings inform literacy standards for the endpoint of schooling.     

Subtle discourses on equality in the Finnish curricula of upper secondary education: reflections of the imagined society

Assurance of citizens’ social rights and minimization of social differences have been central tenets that have framed the educational policy of Finland and the other Nordic welfare states. Equality has been on the official agenda in educational politics and policies since the comprehensive school reforms of the 1960s and 1970s. However, the conceptualization of equality has fluctuated, reflecting the political climate in which the policy statements have been created. In this article, we analyse Finnish curricular documents concerning upper secondary education from the 1970s to the 2010s in order to find out how the aims of educational equality are presented. Drawing on different conceptualizations of equality and social justice, as well as feminist theorizations of intersectionality, we scrutinize how gendered, classed and ethnised patterns are emphasized, challenged or muted in documents. Through the longitudinal data of this study it is possible to analyse the growing impact of this neo-liberal educational restructuring into Finland, which has a reputation for equal education and excellent records in the Programme for International Student Assessment tests. Hence, we ask how the Finnish society as an imagined community is reflected in the documents of different decades.     

The junior secondary history curricula in Hong Kong and Shanghai: a comparative study

Since 1997, Hong Kong's reintegration with China has been founded on the principle of ‘One Country, Two Systems’, which serves to guarantee the sustainability of the capitalist system in Hong Kong under the rule of the socialist motherland. This paper is an intra‐cultural and inter‐regional comparative study of the curricula of two systems (socialist and capitalist) under one country, using the junior secondary History curricula in Shanghai and Hong Kong as a case study. In addition to tracing the differences and similarities, divergences and convergences in the junior secondary History curricula of the two systems, the paper also generates proposals for the future improvement of History education in both cities.     

Beyond the global city: a comparative analysis of cosmopolitanism in middle-class educational strategies in Australia and Brazil

ABSTRACT

The global middle class (GMC) is a theoretical construct that seeks to globalise a set of attributes identified in studies of school choice in the global north, and to a lesser extent in developing nations in Asia. As theorised by Ball a mobile middle class with cosmopolitan sensibilities drives international education options in global cities. This proposition is challenged through analysis of the histories of curriculum and class relations in two national settings (Australia and Brazil) and examination of contemporary class profiles (i.e. economic and cultural properties) in expanding forms of international education in these countries. The paper argues that the forms of cosmopolitanism associated with the educational practices of the GMC must be examined within broader historical relationships of cultural domination. We conclude by arguing that broadening the historical horizon is an important exercise to challenge the claim of the GMC to be a novel category involving exceptional forms of cultural contact generated by the dynamics of the ‘global city’.     

The Worlds of Harriet Henderson: Fiction as a Window into the English Classroom

Steve Shann’s latest book is a novel called The Worlds of Harriet Henderson. It’s about 15-year-old Harriet Henderson who has a new English teacher, Molly McInness, and all at once school seems full of possibilities. But, inspired by Molly and impelled by her own adolescent restlessness, Harriet makes an impulsive decision, a decision that takes her, her teacher and her new friend into complex and dangerous worlds. The novel is a natural extension of Shann’s earlier articles and books arguing that mythopoetics – the use of intuition and imagination to reveal the ordinarily unseen – is a legitimate scholarly methodology. In this article, Shann uses extracts from a 2015 journal he kept as he began to think about writing a novel.