23 SES 03 C, Curriculum Policy
Parallel Paper Session
Curriculum studies about and with poor and marginal people, lead us to a field of analysis and teaching inquiry that analyses the problem from three different records: the commoditisation of education, the absence politics as an invisibility of differences, the reduction of the episteme through the measurement and control of a subject invented and shaped by the hegemonic monoculture.
The commoditisation of education has led worldwide to consolidate different strategies, among others, the transfer of the state responsibility to the private sector, the increasing emergence of a subsidiary state, with international organizations who claimed the supremacy of certifying the "quality of education" in a country, be it OECD, World Bank, IMF, PISA, competence-based curriculum, Tuning and more. The latter implied state policies have focused on increasing the privatization of public education through the justification of its reduction, and cutting down the budget because of the repeated concept of "quality" of education. Citizenship has mobilized and organized in social movements to condemn the abuses they have undergone as victims thus loosing these minimum basic rights the guarantee statement promised.
Many of the demands, although having a common axis referring to global problems, are anchored in local political matters necessary to place and put into context such demands, avoiding suffocating them, subsumed in the homogeneous and unique speech, which while hiding the difference and local conflict it does not contribute on shaping its and therefore the political component in the curriculum.
The logic of international standardized tests and trials have reduced curriculum to artificial measuring processes, moving away from significant questions supporting the entire educational culture: what is true?, What is right and just? This does only lead to the minimization of the subject as a mere player of a dominant mono- culture. The standard culture ends up in the training of behaviours responding to meanings set by ideological apparatuses, skewing the manner to understand and read the world surrounding future generations.
The neoliberal mercantilization and the measurement/assessment as control are typical processes in global context in which the politics has lost meaning and legitimacy. When the utopian and emancipatory thought and practice is in disrepute and discredit, the neoliberal politics araise as the only framework for understand the coexistence, commonwealth and life. As a result we can see the lost of the public and participatory realm, the revival of the of neo-dictatorship goberments in America Latina and the fall of representative democracy (Delvaux, 2003, Derouet, 1993).
Because of that, to know in deep how vulnerable and poor people, understand the experiencie of policies and politics, is a important issue (Rancière, 1996). The social and economic inequality is growing due to the standardized testing and control of the curriculum, pedagogical practice, school organization and learning outcomes.
Bauman Z:(2007) Vida de Consumo. Argentina. Fondo de Cultura Económica. Bourdieu, Pierre (1997) Capital cultural, escuela y espacio social. México D.F. Siglo XXI. Bronfenbrenner, Urie (1979) The ecology of human development. Experiments by nature and design. Cambridge, Mass. Harvard University Press. Bronfenbrenner, Urie (1994) Ecologial models of human development, en International Encyclopedia of Education. Vol 3. Oxford. Elsevier Sciences. 1643-1647. Castoriadis, C. (1975). L’institution imaginaire de la société. Paris : PUF. Castoriadis, Cornelius (2007) Democracia y Relativismo. Madrid. Editorial Trotta S.A. Clandinin, D. Jean y Connelly, F. Michel (2000). Narrative Inquiry. Experience and Story in Qualitative Research. San Francisco. Jossey- Bass. Clandinin, Jean, et alli. (2010) Composing lives: a narrative account into the experiences of youth who left shool early. Alberta, Australia. Alberta Center for Child Family and Community Research. Delvaux et al. (2003) Les transformations du métier d’enseignant. Belgique : CERISIS – UCL / Sedess- Hainaut. Derouet J. (1993) École et Justice. De l’égalité des chances aux compromis locaux? Paris. Metaillié. Dubet F., Martucelli D. (1996) A l'école: sociologie de l'expérience scolaire. Paris: Seuil. Espósito, R. (2003) Communitas. Origen y destino de la comunidad. Buenos Aires: Amorrortu. Foucault M: (2009) Vigilar y castigar. Buenos Aires. Siglo XXI. Pedrol, X. (2002) Castoriadis: un proyecto de reilustración. Revista Archipiélago, N° 54, Rancière, Jacques (2000) El odio a la democracia. Buenos Aires: Amorrortu. Rancière, Jacques (1996) El desacuerdo. Política y Filosofía. Buenos Aires: Nueva Edición. Sen Amartya; (2007) Identidad y violencia. Editorial Katz. Argentina. Sennett Richard; (2008) La cultura del nuevo capitalismo. Barcelona. Anagrama Smyth, John & Hattam, Robert (2004) Dropping out’. drifting off, being excluded. New York. Peter Lang. Torres Jurjo; (2011) La justicia curricular. Madrid. Morata. Vera, Juan Manuel (1998) Cornelius Castoriadis (1922-1997): la interrogación permanente. Revista Iniciativa Socialista, n°48, marzo. Young, Iris Marion (2011) Responsability for Justice. U.K. Osford University Press. Zemelman H (2007) El ángel de la historia: determinación y autonomía de la condición humana. Barcelona. Anthropos.
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
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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