Inclusive education: pushing the boundaries

This special issue is introduced. The issue draws together a selection of articles uniting theoretical and field research dealing with the notion of inclusive education and the challenges encountered in the policy-making and implementation processes. These articles represent diverse, multifaceted theoretical, disciplinary and methodological approaches to inclusion. Throughout the issue, inclusion is seen as a guiding principle, helping to accomplish quality Education for All (EFA)—education systems that benefit from diversity, aiming to build a more just, democratic society. This special issue is devoted to the theme of the 48th International Conference of Education, “Inclusive Education: The Way of the Future” (Geneva, 25–28 November, 2008).

Examining massification policies and their consequences for equality in Chinese higher education: A cultural perspective

This study extends the theoretical perspectives in policy studies on the issue of educational equality by analyzing the influence of cultural values on policies and policy processes. The present paper first teases out the key cultural values regarding education and equality, and then explores how these values shape the institution and policy making in the Chinese context. The policies of expansion, reform in governance and finance, differentiation of provision, and their consequences on equality in Chinese higher education are examined through the lens of culture. The context of close family bonds and strong commitment to education in the Chinese society has bolstered the policies of cost-sharing, privatization and concentrating resources in selected universities. Confucian bureaucracy and hierarchy shaped the strong state and top-down policy process; collectivism and elitism coupled with utilitarianism legitimized the paramount goal of development and strengthened the hierarchy of the higher education system; meritocratic tradition mediated the public demands and state’s policies on provision, and buffered the debates about inequality. The idea of minben (people are essence of a nation) in Chinese tradition served as a counter force to balance the pursuit of development and equality.     

新世纪以来我国基础教育课程改革的十年回顾与反思

新世纪以来我国的基础教育课程改革在课程目标、课程结构、课程内容、课程实施与课程评价等方面都发生了显著的变化,取得了巨大的成就,同时也在课程改革的理论基础、教师教育、教学评价、课程改革进程中的城乡差异、政策和经费保障等方面存在一些问题。推进我国基础教育课程改革持续健康稳定地发展,需要提高课程研究人员的素质,加强课程理论建设,逐步建立完善的课程改革运行机制,重视和发挥教师的作用,改革考试评估制度,关注课程改革中出现的不平衡。     

The policies of reintroducing Liberal Studies into Hong Kong secondary schools

This study focuses on the policy issues generated by the reintroduction of Liberal Studies and evaluates the predicted effectiveness of the proposed curriculum in Hong Kong (HK) secondary schools. Theorised by Ball (1992) ‘policy cycle’, approximately 200 newspaper articles and 30 government documents were collected to identify the issues in the process of policy-making. The documentary inquiry shows that ‘Public Recognition’, ‘Learning Objectives’ and ‘Curriculum Structure’ were the three major issues surrounding the reintroduction. Little evidence of any ‘explicit’ political influence related to the government of the People’s Republic of China (PRC) is demonstrated. The interviews conducted later in this study illustrate that there were diversified opinions of the Liberal Studies curriculum. Whilst scholars and teachers disapproved of it, parents showed appreciation. It seems that the stakeholders working in the education field were uncertain, divided and displeased with the process of policy-making. A follow-up questionnaire-based survey clearly uncovered a sharp contrast between the beliefs of the teachers and the expectations of the students with regard to Liberal Studies. In other words, the gap formed between the two showed considerable differences in the level of satisfaction with the proposed curriculum.     

The micropolitics of school district decentralization

This case study of school district educational reform in the United States adds to the knowledge base of macropolitics of federal, state and local governing bodies and private sector agencies in formulating educational policies: It also contributes to our understanding the microplitics of policy implementation. Middle managers’ political acquiescence and resistance to district-wide decentralization and distributive leadership initiatives were studied using a longitudinal, ten-year (1998–2008) case study method. Middle managers were faced with a dilemma when the school district implemented a state sponsored decentralization policy that included adoption of distributed leadership and Total Quality Management (TQM). On the one hand, middle managers risked termination if they failed to implement legislated reform policies and the superintendent’s directives. On the other hand, if they succesfully implemented such policies their positions would become redundant. Initially responses of middle managers ranged along a continuum from acquiescence to resistance however as implementation of the decentralization initiative accelerated, middle managers’ political resistance increased in scope and intensity. Findings from the case study discussed in this article that superintendent’s success at implementation of district-wide decentralization policies is related to the nature and structure of microplolitics at the middle management level of the organization. In addition, findings suggest that internal evaluation processes used to assess the success of the district change process were compromised by miropolitics. Understanding that those who implement policy have the capacity to reshape and even prevent implementation as intended by officials at higher levels may contribute to reframing program evaluation methods as well as enhancing understanding of the politics of the superintendency.     

近五年我国基础教育改革及其研究的进展报告

“十一五”期间,我国基础教育改革与发展取得了巨大成就。在课程与教学改革及研究方面,高中新课程、中考改革、课程领导等问题引起较多关注,进入第二个五年的新课程改革在深度反思中继续推进与深化;在基础教育公平与均衡研究方面,除一般性研究外,对弱势群体的研究成为关注的焦点;学校层面上,变革涉及组织、制度和文化等多个维度,生命教育...     

高师地理科学专业课程建设对基础地理教育改革的响应研究

基础地理教育改革集中在课程性质及学科地位的重新确定、课程标准的制定和实施、地理学习方式的改变和学习评价方式的发展等四个方面,据此,提出高师地理科学专业课程结构的调整措施:根据中学地理课程设置和培养目标的要求,加强地理基本课程的教学,扩大专业选修课程教学,建立完整的教师职业技能训练课程体系。     

基础教育课程改革深化阶段校长的角色和任务

经过十余年新课改的实施变革,我国基础教育课程改革正在进入深化阶段。常规化、反思性、自主性和多样性是基础教育课程改革深化阶段的几个新特点。在新的形势下,校长作为学校课程领导者的作用更加突出。校长应成为学校课程改革的思想引领者、国家课程政策的坚定执行者、学校课程改革的组织协调者和学校课程改革文化的创设者,承担宣传先进的课程理论,树立学校课改愿景;坚持正确的课程改革方向,坚定贯彻国家课程政策;健全学校课程改革制度,提升学校课程改革组织管理水平;持续组织开展学校课改活动;培育良好的学校课改文化等任务,切实推进基础教育课程改革的深化发展。     

The Process Of Developing a New Curriculum for Lower Secondary Education in Guatemala

The intention of this article is to present the way in which a proposal was put forward for a national basic curriculum for the lower level of secondary education in Guatemala, within a general curricular reform of the education system. In this process, the International Bureau of Education and UNESCO’s national office in the country provided technical advice. The article examines the socio-cultural and educational context, some conceptual foundations for the curricular reform, the construction of the curriculum for lower secondary education, some features of the proposed curriculum and the outlook for the future. The process of curriculum construction included a diagnosis, drawing up a strategy for reforming the first cycle of secondary education and preparation of the proposed curriculum. Likewise, the authors present the steps that must be taken in order for the national basic curriculum to be adopted, subject, amongst other factors, to the availability of funding. Original language: Spanish Linda Asturias de Barrios (Guatemala) Doctorate in Anthropology from the University at Albany, State University of New York. Postgraduate studies in Public Policies and Intercultural Affairs at the Universidad del Valle, Guatemala. She has taught at secondary school and university level. As a researcher, she has published books and articles on ethnology, development and education in Guatemala and Central America. At the Ministry of Education she has worked as Co-ordinator of the National and International Co-operation Unit (1997–1999), Co-ordinator of the Reform of Secondary Education (2004–2006) and Co-ordinator of the Reform of Lower Secondary Education (2007). E-mail: lindaasturias@yahoo.com Verónica Mérida Arellano (Guatemala) Teacher of secondary school language and literature and graduate in Literature and Philosophy at Rafael Landívar University. She completed a master’s degree in education and curriculum at the University del Valle, Guatemala. She has been a university lecturer. She has published books and articles on the teaching of Maya as a mother tongue and Spanish as a second language. She has worked as curriculum specialist at the Ministry of Education (1985–1991) and as Co-ordinator of Teacher-Training Programmes at Rafael Landívar University. From 2005 to 2007 she acted as Curriculum Consultant for Lower Secondary Education at the Ministry of Education. E-mail: vmeridaguate@yahoo.com.mx     

地方课程政策供给与学校课程改革——基于京、沪、浙三地近年来义务教育课程政策分析的思考

我国新世纪以来的基础教育课程政策赋予了学校一定的课程开发权,但整体来看效果不尽如人意。而近年来京、沪、浙等地在课程政策方面进行了一些探索,推动了学校层面的课程改革,涌现出了一批有影响的课程改革先进学校。他们调整地方课程计划、协调课程运行、改革评价方式、扩大学校的课程权限,协同建设学校课程资源等,为学校课程改革提供了空间支持、权力支持、资源支持、能力支持和方向引领。这表明地方课程管理的政策供给是制约学校课程改革的重要因素。地方课程政策推动学校课程改革,要赋予学校课程建设的权力和空间,对学校课程权限的规定要具体、明确,要规范地方的课程管理行为。应制定和颁布国家课程管理指南、地方课程管理指南和学校课程管理指南。     

Curriculum Mapping in Higher Education: A Vehicle for Collaboration

This qualitative study makes the case for the implementation of curriculum mapping, a procedure that creates a visual representation of curriculum based on real time information, as a way to increase collaboration and collegiality in higher education. Through the use of curriculum mapping, eleven faculty members in a western state university Teacher Licensure program aligned and revised the teacher education curriculum across a sequence of courses. An increase in collaboration and collegiality among faculty emerged as an unintended outcome as a result of participation in the project. Kay Pippin Uchiyama  is currently the Assessment Coordinator for the Poudre School District in Fort Collins, Colorado. During this study, she was an Assistant Professor of Teacher Education at Colorado State University and a co-primary investigator for the Preparing Tomorrow’s Teachers to Use Data grant. She received her Ph.D. in Instruction and Curriculum in the Content Areas with an emphasis on Teacher Education and Learning to Teach from the University of Colorado at Boulder. Her interests include data driven instruction, assessment for learning, teacher education, professional development schools, and mathematics education. Her email is kuchiyam@psdschools.org. Jean L. Radin  is an adjunct professor at Colorado State University and a co-primary investigator for the Preparing Tomorrow’s Teachers to Use Data grant. She received her Ph.D. from Colorado State University. Her interests are brain-based teaching and learning, data driven instructional practices, teacher education and professional development schools. Her email is jradin@cahs.colorado.edu.     

Vygotskian theory and mathematics education: Resolving the conceptual-procedural dichotomy

The aim of this paper is to demonstrate that in spite of some superficial similarities the current mathematics reform in the US based on constructivist principles differs substantially from mathematical education based on Vygotskian cultural-historical theory (V.V. Davydov’s mathematics program), and to illustrate the manner in which Davydov’s program virtually obliterates the conceptual-procedural division that has fueled the current “math wars”. Both constructivism and Davydov’s approach emphasize the active character of students’ acquisition of mathematical concepts. Constructivists, however, begin the instructional process from the children’s preexistent concepts while Vygotskians reorient it toward acquisition of what Vygotsky defined as “scientific” rather than “spontaneous, everyday” concepts. A three-year study of the implementation of Davydov’s elementary mathematics program in a school setting in the US found that the American children overcame the initial challenges of the program, consistently resolved computational errors conceptually, and finally demonstrated the ability to solve high school level mathematics problems. The curriculum appeared to foster the development of theoretical thinking, an explicit goal of Davydov’s program, which constitutes its major value and educational significance.     

Colonial legacy, women’s rights and gender-educational inequality in the Arab World with particular reference to Egypt and Tunisia

One aspect of the call for democracy in the recent Arab region uprisings is the issue of women’s rights and gender equality. Three cultural and ideological forces have continued to shape the gender discourse in Arab Muslim-majority societies. They are: “Islamic” teaching and local traditions concerning women’s roles in a given society; Western, European colonial perception of women’s rights; and finally national gender-related policy reforms. This paper examines the past and present status of women and gender-educational inequality in the Arab world with particular reference to Egypt and Tunisia, prior to and post colonialism. Special attention is given to colonial legacy and its influence on gender and education; to current gender practices in the social sphere with a focus on women’s modesty (hijab); to international policies and national responses with regard to women’s rights and finally to female participation in pre-university and higher education. These issues incorporate a discussion of cultural and religious constraints. The paper demonstrates similarities and differences between Egypt’s and Tunisia’s reform policies towards gender parity. It highlights the confrontation of conservative versus liberal ideologies that occurred in each country with the implementation of its gender-related reform policy.     

基础教育课程改革的反思与评价——第四次全国课程学术研讨会综述

为了积极推动、配合我国新一轮基础教育课程改革,加强全国课程专业委员会的学术研讨与交流,中国教育学会教育学分会课程专业委员会特主办第四次全国课程学术研讨会。会议的主题是:“基础教育课程改革的反思和评价”。与会代表主要研讨五项议题:新基础教育课程改革的理论创新和反思;新课程的实施与评价;地方课程、校本课程、综合实践活动课程的开发与反思;新课程与教师专业发展;基础教育课程改革的政策分析与课程管理的反思。会议取得了丰硕的成果。     

试论高师音乐教育教学改革

新一轮的基础教育课程改革直接影响着高等师范院校的办学思想、课程模式、教学内容,宏观地审视我国高等师范院校音乐教育课程体系的现状及改革方向,对进一步深化高师音乐教育课程改革有着积极的指导意义。     

Stories of reform in science education: commentary on opp(reg)ressive policies and tempered radicals

This response to the two papers (by Rodriguez and Carlone et al.) on science education reform acknowledges first the coherence of the arguments presented around four reform narratives; that of the process of becoming science-enthusiastic, the nature of beliefs of science reform teachers, the barriers to reform, and the institutional expressions of these barriers. In the commentary I first discuss the reform ‘problem’ in terms of two interacting issues—the purposes of school science and the value placed on it in an elementary school curriculum. The insights produced in these papers are then used to reflect on a range of experiences and current policy debates in Australia. Finally, in this commentary, I point out: (a) the relationship of the papers to the reform issue of opposition to Standards Based Science (SBS) from proponents’ traditional conceptions of science education, discussing how this more specific reform question relates to the two papers; and (b) the singular nature of the I-meanings characterised in the Carlone et al. paper, describing (using Australian examples) how the notions of tempered radicals and I-meanings might also be used to characterise complexities in the processes of school science reform.     

Teachers’ responses to curriculum policy implementation: colonial constraints for curriculum reform

A new approach to curriculum and implementation in a new era normally requires schools and teachers to take more responsibility for student learning. This might present a challenge at any time, particularly when teachers have been used to more directives and less professional approaches to curriculum implementation. In order to meet such a challenge, a new approach to curriculum policy, namely “soft” policy, was used by policy-makers to implement curriculum reform. With the provision of substantial resources, it was expected by the policy-makers that schools and teachers would have better opportunities to develop themselves professionally and manage the new changes effectively. However, such a view misread the situation because the historical trend and present situation of teachers’ professional development were overlooked. This paper uses case studies of schools and teachers involved in the current reforms to show how teachers and schools implemented the reform process. The cases demonstrate how reforms were understood at the local level and the extent to which it could be claimed that implementation had taken place.     

Preschool Teachers’ Understandings of the National Preschool Curriculum in Greece

In 2003, a new curriculum was enacted in Greek preschool education, replacing the previous one of 1989 and following the development of new curricula for the other rungs of compulsory education. Within this context, the new curriculum development policy aimed at an equal integration of preschool education into the unified design of primary and secondary education. A basic issue in any such educational change is how teachers make sense of the new curriculum and what impact it has on their thinking and daily practice. Considering the need to better understand the relationships between curriculum and parameters that shape practice, the study examines preschool teachers’ perspectives of the new early childhood curriculum and its implementation, as well as the extent to which the new curriculum has influenced preschool practices.     

Science education: a (pending) chapter in the curriculum transformation in Argentina

The article documents the complex process of changing Argentina’s science curriculum and implementing those changes over the last 15 years. It recounts how reformers tackled the challenges of balancing national (federal) unity in education with local (provincial) autonomy from the political, social and pedagogical points of view. It also analyzes various attempts to improve science education in Argentina from the viewpoint of their relevance to current developments in various areas of scientific knowledge and human action. In Argentina the effort to ensure equal opportunities for learners at the federal level led to a strong emphasis on developing Common Basic Contents (CBC) for both primary and secondary education. These contents were seen as fundamental components of the competencies that students need in a world increasingly driven by science and technology. Meanwhile, however, Argentina lacked adequate and sustainable policies and strategies for teacher education and training, which led to an unexpected complication: while the curriculum development process led to diverse and sometimes quite sophisticated curriculum documents, the actual quality of science teaching in the classroom did not improve significantly, and teachers still felt the need for more support before they could effectively implement the new science curriculum. The article ends by suggesting ways in which various stakeholders can work together intensively to improve science education in Argentina, in a new process that will respond to the current situation.