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Week 2 - The Politics of and behind curricula - Coggle Diagram
Week 2 - The Politics of and behind curricula
Lecture one
Curriculum = A social construction
Curriculum development, implementation and evaluation take place in particular political and ideological contexts
Policies shape curriculum development
Educational policies
Language policies
Language policy as discourse (Ball, 1993)
Language policy as practice (Bonacina-Pugh, 2012, 2017)
Language policy as text (Ball, 1993; Spolsky, 2004)
Language-in-education policies
Ideologies
”(..) [W]e must (..) acknowledge that in making decisions about the content of the curriculum we are dealing with ideologies rather than in eternal truths.” (Kelly, 2009, p. 33)
In Education, ideologies reflect a set of beliefs concerning the value and the nature of language teaching and learning
A concept in sociology: A way of thinking or a set of ideas that people uphold in a society
Contrast to
- Different from theories: A generalized thinking that has been confirmed scientifically via experiments and is known to be correct.
Curriculum
Hidden Curriculum
The content that is taught but that is not overtly included in planning or, contentiously, the consciousness of the planners/students. Kelly (2009)
E.G. Behaviours, social roles, attitudes being implicitly learned - racism, sexism
Teacher responsibility? – The hidden curriculum may not be directly intended but we must develop a critical attitude to these by-products so awareness and more responsibility is accepted for what goes
HIDDEN FROM WHO?
Hidden from just the students or everyone?
Formal Curriculum
Published and you can see
Published -Macro level - Ministry of Education
intended - Meso - what does the school want?
enacted
Learned
Micro What happned? Teacher student interactions? What students keep from learning
The curriculum is a place where policy and agency intersect
Teaching methods and resources: a critical approach
Where is it from?
Authentic versus created
Textbooks fail to reflect authentic language use and they represent “a transmission-oriented approach to teaching” (Richards, 2017, p. 247).
Evaluating teaching resources
Learners’ needs
Language learning objectives and aims
Mediation between the target language and the learner
Context and Language use situations
Representation of cultural elements
“The research that has been done so far paints a fairly clear picture of the still prevalent native speaker model in local as well as globally used and produces materials.” (Rose & al., 2020, p. 75)
Be critical
Use your agency