Curriculum, Syllabus Design and Equity: A Primer and Model

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Allan Luke, Annette Woods, Katie Weir
Routledge, Aug 21, 2012 - Education - 170 pages

Curriculum scholars and teachers working for social justice and equity have been caught up in acrimonious and polarizing political debates over content, ideology, and disciplinary knowledge. At the forefront in cutting through these debates and addressing the practical questions involved, this book is distinctive in looking to the technical form of the curriculum rather than its content for solutions. The editors and contributors, all leading international scholars, advance a unified, principled approach to the design of curriculum and syllabus documents that aims for high quality/high equity educational outcomes and enhances teacher professionalism with appropriate system prescription.

Stressing local curriculum development capacity and teacher professional responses to specific community and student contexts, this useful, practical primer introduces and unpacks definitions of curriculum, syllabus, the school subject, and informed professionalism; presents key principles of design; discusses a range of approaches; and offers clear, realistic guidelines for the tasks of writing curriculum documents and designing official syllabi and professional development programs at system and school levels. Providing a foundational structure for syllabus design work, Curriculum, Syllabus Design, and Equity is relevant for teachers, teacher educators, and curriculum policy workers everywhere who are engaged in the real work of curriculum writing and implementation.

 

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Contents

The Practical Problem of Curriculum Making
1
2 Curriculum Design Equity and the Technical Form of the Curriculum
6
The Differences
40
Context Structures and Functions
54
A Century of Frustration
74
6 Sustaining Teacher Professionalism in the Context of Standards Referenced Assessment Reform
88
7 Social Justice Visions and Curriculum Realities in the Early Years of Education
103
Literacy Teaching and Learning in the Middle Years
116
9 Improving Secondary Schools
129
Policy and the Limits of Educational Science
144
List of Contributors
162
Index
165
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About the author (2012)

Allan Luke is Research Professor in the Faculty of Education at the Queensland University of Technology, Brisbane, Australia.

Annette Woods is Senior Lecturer in the Faculty of Education at the Queensland University of Technology in Brisbane, Australia.

Katie Weir is Senior Lecturer at Griffith University’s Gold Coast campus in Queensland, Australia.

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