Using cutting-edge and frontline research relating to present day problems in educational systems, this volume provides a critical discussion about political alternatives in education to neoliberalism. Based on Engeström’s Cultural Historical Activity Theory (CHAT), a theory that has potential for new areas of educational research, this book explores a conceptual framework of curriculum innovation in school practice that focuses on processes of mutual meaning-making as boundary crossing between partners from different communities.
Focusing on active professionalization and continuing professional learning of teachers as subjects, agents, extended professionals and curriculum makers in school-based deliberative partnerships with one another and with other educational partners inside and outside school, this volume is divided into eight accessible chapters and covers topics such as political and curricular considerations about educational change, deliberative partnership as a new way for reform, prospects for an innovative curriculum process and putting into action deliberative partnership-based curricular innovation.
This volume is the perfect addition for teachers, teacher educators, researchers and practitioners who are looking to explore beyond the viewpoint that teachers operate in singular communities and the potential and possibility of an alternative framework for teacher learning in the future.
Table of Contents
Political and curricular considerations about educational change
A deliberative turn for teacher education as boundary crossing
Curricular presuppositions and concepts for collaboration in partnership
Preparatory annotations about the structure of the book
Situational factors to be considered for curricular processes of school improvement
The changing role of school subjects and educational policy
Structural conditions of an educational system
Systems for control and accountability of schools
Neoliberalism: Free market criteria for a human capital theory argument
Deliberative partnership as a new way for reform
Deliberative practice of curricular innovation
Higher order teacher deliberation
Prospects for an innovative curriculum process
Collaboration in the context of school practice
Context-specific curricular processes
Restoration of the public in curriculum innovation
A framework for partnership-based curricular innovation
Partnership as productive collaboration
Curriculum innovation as deliberative partnership in multiple communities
Models for innovative planning based on partnership
Boundary Crossing Laboratory and Learning Studio as activity systems
The Curriculum Workshop as a process approach for deliberative curricular innovation
Applications of the Curriculum Workshop in teacher education projects
Perspectives for the use of the Curriculum Workshop in school innovation
Specifying partnership as collaborative boundary-crossing in an extended Curriculum Workshop
Crossing Boundaries in Science Teacher Education CROSSNET
Putting into action deliberative partnership-based curricular innovation
Partnership as boundary crossing in the European project GIMMS
Partnership in Learning between School and University (PLUS)
Prospects for higher order curriculum innovation and deliberative partnership
Geraldine Mooney Simmie is a senior lecturer at the School of Education, University of Limerick, Ireland.
Manfred Lang, now retired, was senior researcher of the Leibniz Institute for Science and Mathematics Education (IPN) at the University of Kiel, Germany.