Õppekavauuringute rekontseptualiseerimine: lühiülevaade ajaloost ja isiklikud meenutused
DOI:
https://doi.org/10.12697/eha.2024.12.1.02bMärksõnad:
õppekava, õppekavauuringud, rekontseptualiseerimine, Tyleri põhimõttedKokkuvõte
The article presents a brief history of the reconceptualization of curriculum studies based on documents and my own memories. Reconceptualization has had a significant impact on understanding the curriculum not only as goals and instructional actions followed by evaluation but as a complicated, interdisciplinary conversation. Reconceptualization originated in the USA in the 1970s, when a new generation of curriculum researchers challenged the dominant Tylerian perspective on curriculum.
The first years of reconceptualization were, however, turbulent. Reconceptualists presented critiques of managerial perspectives in curriculum theorizing but, according to critiques, had no clear theory to replace the mainstream. In the 1980s and 1990s, reconceptualist scholars focused on understanding curriculum, presenting extensive pieces of work, such as Pinar’s and his colleagues’ book titled Understanding Curriculum. Also, William Doll made a significant impact on describing the postmodern context for education and curriculum. During the last 20 years, reconceptualization has taken steps towards discourses with the educational practice. This same perspective is also evident in the Finnish research on curriculum studies. In addition to being a complicated conversation, education should focus on promoting autobiographical and identity-related processes. Arts is often proposed as a context for expanding imagination and creativity. Despite the general practical perspectives, reconceptualization is still a critical movement against simplistic, technocratic models in which curriculum is prescribed and measurable learning objectives dominate.
Allalaadimised
Viited
Autio, T. (2002). Teaching underTeaching Under Siege: Beyond the Traditional Curriculum Studies and/or Didaktik Split. Acta Universitatis Tamperensis: 904. Tampere University Press.
Autio, T. (2006). Subjectivity, Curriculum, and Society: Between and Beyond the German Didaktik and Anglo-American Curriculum Studies. Routledge.
Autio, T., Hakala, L., & Kujala, T. (2017). Opetussuunnitelmatutkimus: keskustelunavauksia suomalaiseen kouluun ja opettajankoulutukseen. Tampere University Press. https://library.oapen.org/handle/20.500.12657/30863.
Autio, T., Hakala, L., & Kujala, T. (2019). Siirtymiä ja ajan merkkejä koulutuksessa: Opetussuunnitelmatutkimuksen näkökulmia. Tampere University Press. https://library.oapen.org/handle/20.500.12657/23588.
Bobbitt, J. F. (1918, 1972). The Curriculum. Houghton Mifflin.
Doll Jr, W. E. (1993). A Post-modern Perspective on Curriculum. Teachers College Press.
Doll Jr, W. E., & Gough, N. (Eds.) (2002). Curriculum Visions. Peter Lang.
Dunkel, H. B. (1969). Herbartianism comes to America. History of Education Quarterly, 9(2), 202–233. https://doi.org/10.2307/367318
Eisner, E. (1994). The Educational Imagination: On the Design and Evaluation of School Programs. New York, NY: Macmillan.
Fukuyama, F. (2019). Identity: Contemporary Identity Politics and Struggle for Recognition. Farrar, Straus and Giroux.
Giddens, A. (1991). Modernity and Self-identity. Stanford University Press.
Goodson, I., & Walker, R. (1991). Biography, Identity, and Schooling: Episodes in Educational Research. Psychology Press.
Hakala, L., & Kujala, T. (2021). A touchstone of Finnish curriculum thought and core curriculum for basic education: Reviewing the current situation and imagining the future. Prospects, 51(1–3), 473–487. https://doi.org/10.1007/s11125-020-09533-7
Hamilton, David (2014). Towards a Theory of Schooling. Routledge.
Hardy, I., & Uljens, M. (2018). Critiquing curriculum policy reform in Finland and Australia: A non-affirmative, and praxis-oriented approach. Transnational Curriculum Inquiry, 15(2). http://urn.fi/URN:NBN:fi-fe2020100883027.
Helme, S., & Cavallucci, F. (2023). Nende meeltes on lõputu universum. Itaalia transavangard ja Eesti külm ekspressionism. Eesti Kunstimuuseum.
Henderson, J. (Ed.) (2015). Reconceptualizing Curriculum Development: Inspiring and Informing Action. Routledge.
Hlebowitsh, P. S. (1995) Interpretations of the Tyler Rationale: A reply to Kliebard. Journal of Curriculum Studies, 27(1), 89–94. https://doi.org/10.1080/0022027950270108
Jansen, J. D. (2009). Knowledge in the Blood: Confronting Race and the Apartheid Past. Stanford University Press.
Kermik, J. (2018) ‘Time and Place: Young Estonian Designers in the 1980s’, Representing Art History in the Baltic Countries: Experiences and Prospects, Studies on Art and Architecture, vol. 27(1–3), 193–222, Tallinn.
Luxon, N. (2013). Crisis of Authority, Politics, Trust, and Truth-telling in Freud and Foucault. Cambridge, MA: Cambridge University Press.
Macdonald, J. B. (1971). Curriculum theory. Journal of Educational Research, 64(5), 196–200. https://doi.org/10.1080/00220671.1971.10884138
Miller, J. L. (1999). Curriculum reconceptualized: A personal and partial history. Counterpoints, 70, 498–508. http://www.jstor.org/stable/42975690.
Miller, J. L. (2009). Curriculum Studies and Transnational Flows and Mobilities: Feminist Autobiographical Perspectives. In E. Ropo, & T. Autio (Eds.), International Conversations on Curriculum Studies: Subject, Society and Curriculum (pp. 43–70). Brill. https://doi.org/10.1163/9789087909482_004
Noddings, N. (2003). Happiness and Education. Cambridge University Press.
Palmer, P. J. (2007). The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. Jossey-Bass.
Pinar, W. F. (1994). Autobiography, Politics, and Sexuality. Essays in Curriculum Theory 1972–1992. Peter Lang.
Pinar, W. F. (1999). The reconceptualization of curriculum studies. Counterpoints, 70, 483–497. http://www.jstor.org/stable/42975689.
Pinar, W. F. (Ed.) (1975). Curriculum Theorizing: The Reconceptualists. McCutchan.
Pinar, W. F. (2009). Bildung and the internationalizing of curriculum studies. In E. Ropo, & T. Autio (Eds.), International conversations on curriculum studies: Subject, society and curriculum (pp. 23–41). Brill. https://doi.org/10.1163/9789087909482_003
Pinar, W. F. (Ed.) (1988). Contemporary curriculum discourses. Scottsdale, AZ: Gorsuch Scarisbrick.
Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995). Understanding Curriculum. Peter Lang.
Ropo, E. (2019). Curriculum for identity: Narrative negotiations in autobiography, learning and education. In Quinn (Ed.), Internationalizing Curriculum Studies: Histories, Environments, and Critiques (pp. 139–156). Routledge. https://doi.org/10.1007/978-3-030-01352-3_9
Ropo, E., Jaakkola, R., & Autio, T. (1995a). Vocational education and societal change: Challenges for curriculum. Educational Practice and Theory, 17(1), 25–36. https://doi.org/10.7459/ept/17.1.03
Ropo, E., Autio, T., & Jaakkola, R. (1995b). Postmodern order and curriculum reform: Some thoughts on developing curricula to promote lifelong learning. In Maj Klasson, J. Manninen, S. Tøsse, & B. Wahlgren (Eds.), Social Change and Adult Education Research: Adult Education Research in Nordic Countries 1994 (pp. 111–123). Linköping 1995.
Ropo, E., & Värri, V. M. (2003). Teacher Identity and the Ideologies of Teaching: Some Remarks on the Interplay. In D. Trueit, W. E. Doll, H. Wang, & W. E. Pinar (Eds.), The Internationalization of Curriculum Studies. Selected Proceedings from the LSU Conference 2000 (pp. 261–270). Peter Lang.
Ropo, E., & Autio, T. (Eds.) (2009). International Conversations on Curriculum Studies: Subject, Society and Curriculum. Brill.
Ropo, E., & Värri, V. M. (2019). Complex Conversations on Curriculum: Ghosts and the five C’s Revisited. In Quinn, M. (Ed.), Complexifying Curriculum Studies: Reflections on the Generative and Generous Gifts of William E. Doll, Jr. Routledge.
Ropo, E., & Yrjänäinen, S. (2023). Curriculum and Narrativity: Understanding Curricula as Narratives. In Handbook of Curriculum Theory and Research (pp. 1–21). Springer International Publishing. https://doi.org/10.1007/978-3-030-82976-6_3-1
Taba, H. (1962). Curriculum Development: Theory and Practice. Harcourt, Brace, & World.
Tanner, D., & Tanner, L. N. (1979). Emancipation from research: The reconceptualist prescription. Educational Researcher, 8(6), 8–12.
Tervasmäki, T., Jokisaari, O. J., Jurvakainen, K., Kallio, J., Pulkki, J., Takkinen, P., Tammenoksa, A., & Varpanen, J. (2022). Maailman tärkein tehtävä: Esseitä kasvatuksesta, vastuusta ja toivosta. Juhlakirja professori Veli-Matti Värrille. Tampere: Niin & Näin.
Tyler, R. W. (1948). Basic Principles of Curriculum and Instruction. University of Chicago Press.
Uljens, M. (2018a). A contribution to re-theorizing curriculum research. Transnational Curriculum Inquiry, 15(2). http://urn.fi/URN:NBN:fi-fe2020100882670.
Uljens, M. (2018b). Understanding educational leadership and curriculum reform: Beyond global economism and neo-conservative nationalism. Nordic Journal of Comparative and International Education, 2(2–3), 196–213. https://doi.org/10.7577/njcie.2811
Uljens, M. (2019). Entender el liderazgo educativo y la reforma curricular: Más allá del economicismo global y el nacionalismo neoconservador. In C. Balagué (Ed.), Desafíos para una educación emancipadora (pp. 173–197). Ministry of Education, Santa Fe. https://www.flacso.org.ar/wp-content/uploads/2019/11/Desafios-para-una-educacion-emancipadora.pdf.
Uljens, M. (2023). Why engage in non-affirmative education theory? A preface in M. Uljens (Ed.), Non-affirmative Theory of Education and Bildung (Educational Governance Research; Vol. 20). Springer. https://doi.org/10.1007/978-3-031-30551-1
Uljens, M., & Ylimaki, R. M. (Eds.) (2017). Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education. Springer. https://doi.org/10.1007/978-3-319-58650-2
Westbury, I. (1998). Didaktik and curriculum studies. In B. B. Gundem, & S. Hopmann (Eds.), Didaktik and/or Curriculum: An International Dialogue. Peter Lang.
Ylimaki, R. M., & Uljens, M. (2017). Curriculum Theory, Didaktik, and Educational Leadership: Reflections on the Foundations of the Research Program. In M. Uljens, & R. M. Ylimaki (Eds.), Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education (pp. 465–474). Springer. https://doi.org/10.1007/978-3-319-58650-2_15
##submission.downloads##
Avaldatud
Kuis viidata
Väljaanne
Rubriik
Litsents
Eesti Haridusteaduste Ajakirja autorid nõustuvad allpool esitatud tingimustega.
- Ajakirjas avaldatud artiklitele on tagatud vaba juurdepääs Creative Commons Attribution-NonCommercial-NoDerivs 3.0 litsentsiga määratud õiguste mahus.
- Autor loovutab ajakirjale tasuta tema poolt loodud artikli varalised õigused, sh õiguse artikli (1) avaldamisele ja levitamisele, (2) üldsusele kättesaadavaks tegemisele ja eksponeerimisele, (3) avalikule esitamisele.
- Autoril on õigus Eesti Haridusteaduste Ajakirja eelneval nõusolekul sõlmida lepinguid kolmandate isikutega publitseeritud artikli säilitamiseks raamatukogu repositooriumis või avaldamiseks raamatu peatükina. Nõudeks on teiseses töös viitamine esmasele allikale, st artiklile Eesti Haridusteaduste Ajakirjas.
- Pärast artikli ilmumist ajakirjas on autoritel lubatud avaldada Internetis (nt oma veebilehel) motiveeritud mahus tsitaate ning levitada linke koos korrektse viitega ajakirjas ilmunud artiklile (vt Open Access).
