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School-Based Deliberative Partnership as a Platform for Teacher Professionalization and Curriculum Innovation




ISBN 9780367264598
Published October 23, 2019 by Routledge
178 Pages 6 B/W Illustrations

 
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Book Description

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

Foreword

Acknowledgement

CHAPTER 1

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

CHAPTER 2

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

CHAPTER 3

Deliberative partnership as a new way for reform

Deliberative practice of curricular innovation

Higher order teacher deliberation

CHAPTER 4

Prospects for an innovative curriculum process

Collaboration in the context of school practice

Context-specific curricular processes

Restoration of the public in curriculum innovation

CHAPTER 5

A framework for partnership-based curricular innovation

Partnership as productive collaboration

Curriculum innovation as deliberative partnership in multiple communities

CHAPTER 6

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

CHAPTER 7

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)

CHAPTER 8

Prospects for higher order curriculum innovation and deliberative partnership

References

Index

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Author(s)

Biography

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.