A Curriculum for the Future

The paper argues that the changes in the social and economic circumstances which characterise the present period, make it essential to rethink the relation of curriculum, its purposes and shapes, to the social and economic environment of the near future. It offers some evidence of such change and its causes, even at the moment, and asks questions about essential characteristics of educational agendas in the near future. In particular, it argues that where the previous era had required an education for stability, the coming era requires an education for instability. The question then arises as to what the characteristics of curricula and pedagogies for instability are, and what dispositions for those who experience education are imagined and aimed for. It concludes with some comments on a curriculum of communication, in which facility with design has superseded competence in use, and where the broad social and cultural environment is one where identity is defined through a relation to consumption, where all commodities have taken on semiotic function so that the question of aesthetics (as the politics of style in all domains) is again in the forefront of concerns in the curriculum of communication.     

Semiotic work in the science classroom

Cultural Studies of Science Education - This review is on Lilian Pozzer and Wolff-Michael Roth’s “A cultural-historical perspective on the multimodal development of concepts in science...     

Word length and word frequency affect eye movements in dyslexic children reading in a regular (German) orthography

We combined independently the word length and word frequency to examine if the difficulty of reading material affects eye movements in readers of German, which has high orthographic regularity, comparing the outcome with previous findings available in other languages. Sixteen carefully selected German-speaking dyslexic children (mean age, 9.5 years) and 16 age-matched controls read aloud four lists, each comprising ten unrelated words. The lists varied orthogonally in word length and word frequency: high-frequency, short; high-frequency, long; low-frequency, short; low-frequency, long. Eye movements were measured using a scanning laser ophthalmoscope (SLO). In dyslexic children, fixation durations and the number of saccades increased both with word length and word frequency. The percentage of regressions was only increased for low-frequency words. Most of these effects were qualitatively similar in the two groups, but stronger in dyslexic children, pointing to a deficient higher-level word processing, especially phonological deficit. The results indicate that reading eye movements in German children are modulated by the degree of difficulty, and orthographic regularity of the language can determine the nature of modulation. The findings suggest that, similar to Italian but unlike English readers, German children prefer indirect sub-lexical strategy of grapheme-phoneme conversion.     

The strong poetry of place: a co/auto/ethnographic journey of connoisseurship,criticality and learning

Through a co/auto/ethnographic approach informed by a theoretical bricolage of critical pedagogy, place-based education, science education, human geography, feminism, and indigenous ways of knowing, the authors demonstrate the power of place in and as pedagogy. Using rich personal narratives, they reclaim their stories as an urban island-dweller and nomadic music-dweller, and they illuminate place as an epistemological, ontological and axiological anchor for the Self in the neoliberal wasteland. Specifically, the authors attend to their familial lineages and reasons for migrating from Southern Europe to the USA’s Northeast section, the Northern Mid-Western and to the Southeast. They examine their and their families’ connections with place in relation to the ideological fictions embedded within their shared narrative of “for a better life,” which is the story that was told to them about their families’ migrations. They probe under the surface by asking, “better than what,” “according to whom,” and “why?” In doing so, they peel back the veil of hegemony and expose the ways that economic disadvantage impacted their families’ relationships with their homelands. The article concludes by conceptualizing critical connoisseurship as a means for guiding students to tap into the embodied knowledge of place in order to notice, question, appreciate and critically reflect upon curricular content and subject matter and resist neoliberalism’s removal of person from place and local knowledge.     

Hand/wrist disorders among sign language communicators

The study assessed the frequency of self-reported hand/wrist problems among sign language communicators, including interpreters, deaf or hard-of-hearing individuals, and educators. Comparisons were also made between sign language communicators and the general population regarding the frequency of medically diagnosed carpal tunnel syndrome. A survey was mailed to attendees of a national conference that focused on the quality of postsecondary educational opportunities for students with hearing deficits. Fifty-nine percent of 184 respondents reported experiencing hand/wrist problems. Twenty-six percent reported experiencing hand/wrist problems severe enough to limit the ability to work, and 18% reported a medical diagnosis of wrist tendinitis, carpal tunnel syndrome, or both. The frequency of self-reported, medically diagnosed carpal tunnel syndrome for the surveyed sign language communicators was five times the rate experienced by working Americans between ages 18 and 60 years (Tanaka, Wild, Seigman, Halperin, Behrens, & Putz-Anderson, 1995). The study supports increased emphasis on and availability of hand/wrist disorder risk reduction programs for sign language users.     

Diversity,Community, and Pluralism in Jewish Community Day High Schools

Students in “community” (nondenominational) Jewish high schools represent a diversity of denominational affiliations, including those who affiliate with more than one denomination and those that affiliate with none. These schools strive to create communities in which students with varying Jewish beliefs and practices are, at the very least, respected and comfortable. At the same time, schools work to avoid internal Jewish communal fragmentation. In this article, the approach to diversity in three such high schools is compared. Each school, in addition to presenting an approach distinct from the others, has created opportunities for communal Jewish engagement through the enactment of practices that are rooted in Judaism and in the ethos of the school, and allow individualization within universal participation. Further, the range of approaches to Jewish diversity exhibited raises questions about pluralism as it relates to the Jewish educational goals of these schools.     

Controlling innovative projects with moral hazard and asymmetric information

We study optimal incentive contracts offered to a research and development (R&D) manager, who can propose an innovative project and is in charge of conducting this project. The manager has private information about the project profitability and he exerts unobservable levels of different kinds of effort in order to increase the feasibility of successfully completing the project in terms of meeting product specifications. In particular, we analyze a situation, in which two interrelated performance measures on different hierarchical levels are available for contracting purposes. We show how asymmetric information about the project and further characteristics of the project influence the weights of the performance measures. We also make a number of empirical predictions about the composition of compensation contracts for R&D managers.     

“Little daylight”: An old tale transfigured

Adrian Gunther teaches and researches