15 SES 12, Turbulence, Empowerment and Marginalised Groups in International Education Governance Systems Part 2
Symposium continued from 15 SES 11
The research reported in this symposium proposal is based on a component of a larger research project that was an independent review of the primary school curriculum renewal exercise that was carried out in Trinidad and Tobago (T&T) under the Seamless Education System (SES), which is a programme sponsored by the Inter-American Development Bank (IDB). The review examines how agencies functioned to engender educational change through education governance systems in the process of revising the primary school curriculum. The term “agencies” refers to sections/units/divisions and personnel within the national education governing body, the Ministry of Education (MoE), that were involved in the revision process. The research shows that although the Core Planning Team was committed to the change process and had a plan to implement the change that included stakeholder participation, training, evaluation and monitoring of the process, turbulence occurred at various stages of the review process. The impetus for curriculum change was a result of taking advantage of the collective desire by education stakeholders to have a curriculum that served the needs of all students and promoted equity. Additionally, there is evidence that some members of the curriculum writing team felt that engagement in the curriculum development process was rewarding and that making a contribution to the development of a more meaningful primary curriculum was empowering, even though the process was taxing. Still, the degree of turbulence at times was overwhelming and did thwart some of the change efforts. For example, the cascading that occurred within the writing teams without a full grasp of the concept of an integrated thematic curriculum. Further turbulence led to the abandonment of the Curriculum Implementation Support Team, which was an important agency for the implementation process of the curriculum renewal. The Core Planning Team was left powerless, without resources to enable the work of the unit and having to follow the political directorate’s mandate to roll out the curriculum at the national level instead of at the level of a pilot as had been planned. These socio-political contextual factors complicated, and to some extent inhibited the curriculum development process, causing much turbulence in the process.
Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York, NY: Teachers College Press Glatthorn, A., Boschee, F., Whitehead, B., & Boschee, B. (2012). Curriculum leadership: Strategies for development and implementation (3rd ed.). Los Angeles, CA.: Sage. Gross, J. (2014). Using turbulence theory to guide actions. In: C. Branson and S. Gross (Eds.). Handbook of Ethical Leadership (pp. 246-262). Abingdon: Routledge Gross, S.J. & Shapiro, J.P. (2016). Democratic Ethical Educational Leadership: Reclaiming School Reform. New York: Routledge. Levin, B. (2007). Sustainable, large scale education renewal. Journal of Educational Change, 8:323–336. DOI 10.1007/s10833-007-9041-y Parsons, J., & Beauchamp, L. (2012). From knowledge to action: Shaping the future of curriculum development in Alberta. Alberta, Canada: Alberta Education and Standards Sector. Thijs, A., & van den Akker, J. (Eds.). (2009). Curriculum in development. Enschede, Netherlands: SLO–Netherlands Institute for Curriculum Development. Retrieved from http://www.slo.nl/downloads/2009/curriculum-in-development.pdf/ Thrupp, M., & Lupton, R. (2006). Taking school contexts more seriously: The social justice challenge. British Journal of Educational Studies, 54(3), 308-28. UNESCO (2001) The Open File on Inclusive Education. Paris: UNESCO
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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