23 SES 08 E JS, European Curriculum Policy: The case of curriculum making in diverse contexts Part 2
Joint Symposium NW 03 and NW 23 continued from 23 SES 07 E JS
Influenced by research nationally (see for example Smyth and McCoy, 2011; Smyth, 2016), and internationally (NCCA, 2010), Ireland embarked on an ambitious reform of lower secondary education in 2010. The push for reform in Ireland can be traced back to Lisbon in 2000 (Dempsey, forthcoming). Lisbon is significant in education for a number of reasons—not least that it linked education with social policy, labour market and overall economic policy (European Council, 2000). It also saw the introduction of Open Method Coordination, which has led to policy borrowing and peer learning, but also to ideation convergence and an obsession, some would say, with global data such as that from PISA and TALIS (Raffe, 2011; Radaeilli, 2003; Dale, 2009; Dale and Robertson, 2012). Curriculum discussions tend to be about how change is managed, rather than its meaning; about who controls and decides, rather than what is decided; and about the relationship between curriculum and economic success, rather than the common good. The domination of the rational technical paradigm has supported the climate of fragmentation resulting in the neglect of macro-curriculum issues (Gleeson, 2010). Curriculum reform in Ireland is at present in a liminal state (Sellers, 2015). In this paper the lower secondary system of education in Ireland is viewed as an assemblage. An assemblage is not an entity or thing. It is a process of arranging, organising and fitting together, a process of knowledge making. It acts on semiotic flows, material flows and social flows simultaneously (Deleuze & Guattari, 2003). This assemblage of lower secondary has manifold histories, traditions, values and cultures. It uses its own language about education, has highly evolved concepts about what education is about and the assemblage is charged with emotion. This assemblage plugs into other assemblages as an open, adaptive system and the sum of the whole is greater than the number of its parts. The study builds on interviews with 6 teachers teaching the new specifications of English, Science and Business and 6 focus groups of their students. The interviews are analysed in relation to teachers’ role in a process of arranging, organising and fitting together, a process of knowledge making as part of a bigger whole. It shows how this knowledge making in a change-oriented environment can promote or inhibit curriculum making.
Dale, R. & Robertson, S. L. (2012). Towards a Critical Grammar of Education Policy Movements. In World Yearbook of Education 2012: Policy Borrowing and Lending in Education. (21-40). London and New York: Routledge. Deleuze, G. & Guattari, F. (2003). A Thousand Plateaus, Minneapolis: University of Minneapolis Press. Gleeson, J. (2010). Curriculum in context: Partnership, power and praxis in Ireland. Oxford: Peter Lang. National Council for Curriculum and Assessment. (2010). Innovation and Identity: Ideas for a new Junior Cycle. Dublin: NCCA Radaelli, C.M. (2003). The Open Method of Coordination: A new governance architecture for the European Union? Stockholm: Swedish Institute for European Policy Studies. Raffe, D. (2011). Policy Borrowing or Policy Learning? How (Not) to Improve Education Systems. Edinburgh: CES Briefing. Sellers, M. (2015). ...working with (a) rhizoanalysis...and working (with) a rhizoanalysis. Complicity: An International Journal of Complexity and Education, 12, 6-31. Smyth, E., & McCoy, S. (2011). Improving Second‐Level Education: Using Evidence for Policy Development: RENEWAL SERIES PAPER 5. Dublin: ESRI web published. Smyth, E. (2016). Students’ experiences and perspectives on secondary education: Institutions, Transitions and Policy. London: Palgrave Macmillan.
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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