Titlebook: Curriculum Challenges and Opportunities in a Changing World; Transnational Perspe Bill Green,Philip Roberts,Marie Brennan Book 2021 The Edi

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Michelle J. Bellino,James H. Williamsland, with relevance to other similar countries and in other sectors, particularly tertiary education. In Aotearoa New Zealand, education policy is increasingly moving in this direction in efforts to address persistent Māori inequity. This chapter queries the notion that Māori knowledge and language

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https://doi.org/10.1007/978-94-6300-860-0ducational deployment, this work aims to critique modernity as educational project drawing on the . as its dialectical image; as well as, to connect this critique to the larger project of decolonization of academic educational fields, bringing the Latin American thinking of liberation into the conve

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Teachers’ Professional Developmentds, motivations, and concerns. These different needs, motivations, and concerns are intricately interconnected, which means that no curriculum issue can be adequately addressed in isolation from the other parts of the curriculum. The complexity of the curriculum also means that curriculum making is

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Teachers’ Professional Developmentge-.-ethics together. We compare how the Social Realist (SR) approach valorises disciplinary knowledge and opposes life-based knowledge in curriculum, whereas the Funds of Knowledge (FK) approach puts disciplinary and life-based knowledge into dialectical interaction. Adapting Nancy Fraser’s criteri