EDUCA303-22A (NET)

Curriculum Perspectives

15 Points

Edit Header Content
Division of Education
Te Kura Toi Tangata School of Education

Staff

Edit Staff Content

Convenor(s)

Philippa Hunter

Philippa Hunter
7817
TC.2.39
See Moodle
philippa.hunter@waikato.ac.nz

Lecturer(s)

Philippa Hunter

Philippa Hunter
7817
TC.2.39
See Moodle
philippa.hunter@waikato.ac.nz

Administrator(s)

: christine.stewart@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: hinerangi.kara@waikato.ac.nz
: melanie.chivers@waikato.ac.nz
: yilan.chen@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
Edit Staff Content

Paper Description

Edit Paper Description Content

This paper examines curriculum conceptions, perspectives, and decision-making through a range of historical, political and socio-cultural contexts and settings. Participants engage in critique of curriculum issues and shaping forces.

Curriculum Perspectives: Rationale and Description

The paper aims to engage participants in critical thinking and reflection to better understand curriculum decisions, discourses, issues and trends in schooling, and the wider field of education. Those engaged in teacher education, teaching, vocational settings or educational research will be able to build on their experiences of/and knowledge of the curriculum in relation to pedagogy, wider school experiences, and leadership responsibilities. This paper supports students with majors and minors in Education and Education in Society studies, to engage with educational issues, theories, and curriculum possibilities.

Curriculum Perspectives and Integrative Themes

The paper is structured around four themes:

1. The relationship between curriculum and education;

2. Changing views of the nature of knowledge in the curriculum: Decisions about what constitutes knowledge, and what knowledge counts in selected curriculum contexts and settings;

3. The dynamic between conflicting aims of education and curriculum implementation decisions;

4. Issues of citizenship, social justice, and curriculum in action.

Edit Paper Description Content

Paper Structure

Edit Paper Structure Content

Online pedagogy

Curriculum Perspectives is taught fully online. Administrative information, question and answer forums, private dialogue spaces and assessment submission folders, can be accessed in the Moodle section Paper Administration and Assessment Guidance. Supporting resources and digital links are found in the paper’s teaching blocks that clearly communicate weekly contexts' headings and dates.

Weekly paper information and online pedagogy (teaching and learning) can be accessed from midday on Mondays, and runs through the week until midnight Sundays. You can choose the times that best suit you to engage with readings, discussion and activities over the week. Weekly teaching is organised around the learning outcomes and the four integrative themes. Pedagogy involves a variety of approaches including personal narratives, discussion, online research, review, critique, practical applications and reflection.

Weekly ZOOM Drop Ins

Starting from the second week of the paper (Monday March 14, 2022), a weekly ZOOM Drop In is scheduled on Mondays from 5.00pm-6.00pm. This is not a lecture, rather it is an opportunity for Pip Hunter to discuss the week's work, readings, paper queries and generally catch up with participants. Weekly Zoom access is organised in the weekly teaching blocks.

Edit Paper Structure Content

Learning Outcomes

Edit Learning Outcomes Content

Students who successfully complete the course should be able to:

  • Demonstrate understanding of the nature, purpose, and conceptions of curriculum in educational contexts and settings;
    Linked to the following assessments:
  • Develop thinking about curriculum to engage in informed discussion and critique in relation to curriculum issues in selected educational contexts;
    Linked to the following assessments:
  • Examine and critique curriculum theories that have informed educational policy and implementation in Aotearoa New Zealand;
    Linked to the following assessments:
  • Identify, describe and evaluate curriculum discourses that shape educational contexts in practice;
    Linked to the following assessments:
  • Critically examine trends that have shaped curriculum policy decisions and preferences in Aotearoa New Zealand.
    Linked to the following assessments:
Edit Learning Outcomes Content
Edit Learning Outcomes Content

Assessment

Edit Assessments Content

Assessment is programmed to build on the design and integrated nature of the paper’s curriculum contexts. Each assignment assesses differing skills, abilities, and modes of researching and communicating your thinking in relation to curriculum perspectives.

Note: Whilst each assignment and its criteria are described in this Outline, all assignments, criteria and marking schedules will be fully explained in class and clarified in advance through the Questions and Answers forums.

Edit Additional Assessment Information Content

Assessment Components

Edit Assessments Content

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Essay: The historical curriculum
8 Apr 2022
11:30 PM
35
  • Online: Upload to Moodle Forum
✔
2. Researched critique of a selected curriculum article
3 Jun 2022
11:30 PM
45
  • Online: Submit through Moodle
✔
3.  Evaluated online discussion/activity thinking and contributions
10 Jun 2022
11:30 PM
20
  • Online: Upload to Moodle Forum
✔
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
Edit Assessments Content

Required and Recommended Readings

Edit Required Readings Content

Required Readings

Edit Required Readings Content

Curriculum Perspectives readings are sourced from the Waikato Readings List through the Library. As the programme involves in-depth discussion of curriculum contexts and key integrative themes, class participants are expected to engage with weekly readings as indicated in the weekly pedagogy. The readings scope primary sources of historical perspectives (Aotearoa NZ curriculum) and articles supporting contemporary curriculum concerns.

Weekly teaching and learning includes online searching, of digital sources and curriculum materials to share in forum activities and to assist with assignment work. Guidance for readings' preparedness will assist participants to identify, analyse, and interpret curriculum perspectives.

2021 Readings EDUCA303-20A(NET) Curriculum Perspectives

Historical Perspectives: New Zealand Curriculum

Caughley, J. (1928). The development of the curriculum. In I. Davey (Ed.), Fifty years of national education in New Zealand, 1878-1928 (pp.36-47). Auckland: Whitcombe & Tombs. (14p.).
O’Neill, A.M., Clark, J., & Openshaw, R. (2004). Mapping in the field: An introduction to curriculum politics in Aotearoa/New Zealand. In A.M. O’Neill, J. Clark, & R. Openshaw (Eds.). Reshaping culture, knowledge and learning: Policy and content in the New Zealand curriculum framework (pp.25-46). Palmerston North: Dunmore Press. ISBN 0-86469-446-6. (22p).
Olssen, E. (1981). Truby King and the Plunket Society: An analysis of a prescriptive ideology. New Zealand Journal of History, 15 (1), 3-23. (21p.).
Tennant, M. (1986). Natural directions: The New Zealand movement for sexual differentiation in education during the early twentieth century. In B. Brookes, C. Macdonald, & M. Tennant (Eds.). Women in history: Essays on European women in New Zealand (pp. 87-100, 186-187). Sydney: Allen & Unwin. ISBN 0 86861 618 4. (16p.).
O’Neill, A.M. (1996). Educational policy initiatives for girls and women: The transition from welfare state to market state. In A.M. O’Neill, Readings in feminism (pp.45-85). Palmerston North: Massey University, Faculty of Education. ISBN 0 473 03856-0. (41p.).
Holst, H.B. (1971). The education of Maori children: A review. Education, 20 (4), 1-32. (34p.).
Education Ordinance. (1847, October 7). In New Zealand Legislative Council Ordinances: 1841-1853 (Public Ordinance No. 10). Wellington: Government Printer, 1871, pp. 292-293. (2p.).
Despatch from Governor George Grey to Earl Grey. (1847, December 8). Enclosure No. 1 in No. 140, Great Britain Parliamentary Papers, Colonies: New Zealand, 1847-1950 (IUP, Vol. 6), pp.48-49. (2p.).
McLaren, I.A. (1974). Education and the Maori. In I.A. McLaren, Education in a small democracy: New Zealand (pp.73-93). London: Routledge & Kegan Paul. ISBN 0 7100 7798 X. (22p.).
Beeby, C.E. (1992). Maori and Pacific Islands education. In C.E. Beeby, The biography of an idea: Beeby on education (pp. 205-210). Wellington: New Zealand Council for Educational Research. ISBN 0-908916-21-3. (8p.).
Bailey, C.L. (1977). A short survey of national education in New Zealand. Education, 9, 2-11. (12p.)
The Education Act, 1877, Part IV Public Schools and Management Thereof (Extract from the Education Act, 1877). New Zealand Statutes, 1877, No. 21. Wellington: Government Printer, p. 126. (1p).
The Education Gazette. (1878, September 26). Regulations defining standards of education, and for inspection of schools. Wellington: Government Printer, pp. 1409-1414. (5p.).
Lee, G., & Lee, H. (2001). Looking back: Reflections on the 1877 Education Act. Teachers and Curriculum, 5, 62-67. ISSN 1174-2208. (7p).
Lee, G., & Lee, H. (2003). Looking back: Some legacies of the 1877 Education Act – Part 2. Teachers and Curriculum, 6 41-48. ISSN 1174-2208. (10p.).
New Zealand Department of Education. (1959). The post-primary curriculum: Report of the committee appointed by the Minister of Education in November 1942: The Thomas Report (Reprint) Government Printer, pp. I-iv, 1-12. (18p.).
Whitehead, C. (1974). The Thomas Report: A study in educational reform. New Zealand Journal of Educational Studies, 9(1), 52-64. (14p.).
Beeby, C.E. (1984). A problem of secondary education unsolved worldwide. In G. McDonald & A. Campbell (Eds.). Looking forward: Essays on the future of education in New Zealand (pp. 89-111). Te Aro Press. (25p.)

McKenzie, D. (1992). The technical curriculum: Second class knowledge/? In G. McCulloch (Ed.). The school curriculum in New Zealand: History, theory, policy and practice (pp. 29-39). Palmerston North: Dunmore Press. ISBN 0 86469 148 3. (14p.).

Contemporary Perspectives

Beane, J. (1997). In the place of high pedagogy (Chapter 4). Curriculum integration: Designing the core of democratic education (pp. 48-68). New York: TCP.
Devine, N. (1999). Neo-liberalism and constructions of democracy: The impact on teachers’ work. Waikato Journal of Education, 5. 171-180. ISSN 1173-6145 (10p.).
Apple, M. (2004). Doing things the ‘Right’ way: Legitimating educational inequalities in conservative times. In J. Sattertwaite, E. Atkinson & W. Martin (Eds.). Educational counter-cultures, confrontations, images, vision (pp. 3-18). London: Trentham Books. ISBN 1 85856 338 0.
McNeil, J. (2006). The social reconstructionist curriculum. Contemporary curriculum in thought and action, 6th ed. (Chapter 2, pp. 25-43), John Wiley & Sons, MA. ISBN 0-471-45975-5.
McKernan, J. (2008). Some limitations of the objectives model in curriculum. Curriculum and imagination: Process theory, pedagogy and action research (Chapter 4, pp. 70-83).
Reynolds, W. (2003). The perpetual pedagogy of surveillance. Curriculum: A river runs through it (Chapter 9, pp. 73-85). New York: Peter Lang.
Wardekker, W. (2003). Curriculum as vision. In J. Terwel & D. Walker (Eds.). Curriculum as a shaping force: Toward a principled approach in curriculum theory and practice (pp. 1-17). New York: Nova Science Publishers. ISBN 1-59033-842-
Durie, A. (2003). Curriculum framing. NZCER SET research information for teachers, 2, 17-17. ISSN 011 6376. (1p.).
Neyland, J. (2001). Towards an ethically oriented curriculum: resisting the growth of instrumentalism. Curriculum Matters, 1, 108-129. ISSN 1177-1828.
Bolstad, R. (2006). Questions for a twenty-first century senior secondary curriculum. Curriculum Matters, 2, 105-128. ISSN 1177-1828.
Noddings, N. (2013). Standardized curriculum and loss of creativity. Theory into Practice, 52(3), 210-215.
Biesta, G. (2014). Pragmatising the curriculum: bringing knowledge back into the curriculum conversation, but via pragmatism. The Curriculum Journal, 25(1), 29-49.
Edit Required Readings Content

Other Resources

Edit Other Resources Content

Participants are encouraged to research and access curriculum related journal articles. The Researched Critique (Assignment 2) requires participants to access curriculum journals and select an article of interest. Useful journals for this paper include:

Teachers and Curriculum

http://tandc.ac.nz/

Set New Zealand Council of Educational Research

http://www.nzcer.org.nz/nzcerpress/set

Curriculum Matters NZCER

http://www.nzcer.org.nz/nzcerpress/curriculum-matters

Waikato Journal of Education

http://www.wje.org.nz/

Curriculum Perspectives ACSA

http://http://www.acsa.edu.au/pages/page33.asp

Edit Other Resources Content

Online Support

Edit Online Support Content

This paper is solely taught online. Participants are supported with access to the University Library Virtual Reference Desk; Moodle Support Course materials:

http://http://elearn.waikato.ac.nz/course/view.php?name=MoodleSupport

Moodle help files; Moodle Profile, Preference and Dashboard Video; LanDesk Self Service.

Edit Online Support Content

Workload

Edit Workload Content
This is a 300 level 15-point paper. It is anticipated that over the 12 weeks, the paper's workload will involve a total 150 hours of pedagogy. This pedagogy includes weekly guidance and instruction for independent and shared activities via a range of forum activities E.g. discussion forums; readings related work, online research and critique, and assignment preparation and writing etc.
Edit Workload Content

Linkages to Other Papers

Edit Linkages Content

Prerequisite(s)

Corequisite(s)

Equivalent(s)

Restriction(s)

Restrictions: PCSS303

Edit Linkages Content