03 SES 09 A, Curriculum and Cross-cultural Efforts
Research question: How is curriculum internationalisation of a secondary school identified in the school documents and policies?
The aim of the research was to explore the conception of curriculum internationalisation found in the documents within a Kazakhstani secondary school.
Documents are considered as one of the most valuable and timesaving forms of data collection (Fetterman, 1989). They are produced by people and for people. Therefore, they can influence the attitudes, perceptions and ideas of the people. In addition, there are often some reforms or polices in education which do not exist as a text (i.e. marketization, globalisation, performativity) but influence education to a great extent. Globalisation is often perceived as discriminatory and oppressive. This oppression is not only economic but also intellectual. This is self-evident in the dominance of Western educational models, the dominance of the English language in research (Leask, 2015). Curriculum internationalisation is closely connected with globalisation.
There is not much research in curriculm internationalsiation and even that amount of research is mostly carried out in the Western countries by Western researchers. That is why, the defintion of internationalsiation is to a great extent influenced by the Western educational models, Western ideologies, policies and research. Therefore, it is important to research curriculum internationalisation within the culture where the students' learning is happening. This is especially relevant for the developing countries.
Kazakhstan is a developing country. It gained its independence only 25 years. The government of the country has an ambitious aim of becoming one of the 30 most developed countries by 2020. Education is perceived as the most powerful tool for achieving that aim. Therefore, there has been a lot of investments into education. Consequently, the model of education has changed immensely since Kazakhstan became independent - shifitng from the traditional Soviet model to an innovative Western model.
Fetterman, D.M. (1989) Ethnography: step by step. Newbuiy Park, CA: Sage Leask, B. (2015). Internationalizing the curriculum. New York: Routledge. Punch, K.F. (2014) Introduction to social research: quantitative and qualitative approaches. Sage Publications Ltd. Scott, J. (2014). A matter of record: Documentary sources in social research. John Wiley & Sons. Wellington, J. (2000) Educational research: contemporary issues and practical approaches. London: Continuum.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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