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ON-LINE
ISSUES
V.6
N.1, November 2000
ARTICLE
ABSTRACTS
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Alternative
Curriculum Evaluation: A Critical Approach to Assess Social Engineering
Programs
by
Emery
J. Hyslop-Margison
ejhyslop@sfu.ca
Faculty
of Education
Simon
Fraser University
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Abstract
Public
education in the current era of economic globalization is faced
with increased pressure from a range of public and private sources
to develop and implement various career preparedness programs.
Although the number of these programs continues to grow, there
has been little formal research conducted to determine the ethical
appropriateness, social impact, or conceptual soundness of transforming
education in this manner. Traditionally, the typical method
to evaluate vocational education and training programs employs
a systems management approach where important questions regarding
moral assumptions and social implications remain unaddressed.
Indeed, by focusing on the how
and ignoring the ethically obligatory question of why,
systems management evaluations tend to be socially reproductive.
Employing British Columbia's Career and Personal Planning 8
to 12 Curriculum as a model, this paper proposes a critical
approach to evaluate the ethical, social, and educational consequences
of curricula implemented for social engineering purposes.
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| Authorization
of Knowledge in the Interview Process
by
Kara
J. McDonald
karaj@interchange.ubc.ca
Centre
for the Study of Curriculum & Instruction
University
of British Columbia
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Abstract
This
paper argues for the importance of examining how previously
subjugated knowledges and interests may be brought to bear on
more dominant ideas through the interview process. The paper
draws on Said's (1994) analysis of orientalism to illustrate
how Hammersley and Atkinson's (1997) characterization of the
interviewer, the interviewee, and the interview process serves
to privilege the knowledge and interpretations of the interviewer.
Some alternative principles and practices for conducting an
interview that challenge orientalizing processes are considered.
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| Authorial
Recognition
by
Sayyed
Mohsen Fatemi
smfatemi@hotmail.com
Department
of Language Literacy Education
University
of British Columbia
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Every
piece of writing, regardless of form and content, entails the
urgent and vital urge of the author to be recognised by the potential
reader. This paper offers a new horizon in understanding the issues
of identity and writing. Presenting the logical, linguistic, and
psychological models, the paper supports the argument that 'authorial
recognition' is the centrepiece in the act of writing. Writing,
itself, either calls for an affirmation or a negation of what
the author wants to be recognised. In other words, the author
calls for the recognition of his/her writing by the potential
reader. This recognition, eventually, leads to the recognition
of the author. Although this affirmative or negative overtone
may sometimes not be found in the atomic analysis of the writing,
the writing will eventually be translated into an affirmative
or negative proposition. The element of being personal is inseparably
linked to any kind of writing which delineates the author's urge
for being recognised. The paper juxtaposes the arguments and counterarguments
to corroborate the concept of authorial recognition. Focusing
on dialogism as one illuminating factor, the paper offers an analysis
regarding the concept of dialogism and its relation to authorial
recognition. Expanding on the 'potential reader', the paper also
deals with the pedagogical implications of 'authorial recognition'
and the crucial element of understanding the concept particularly
in the pedagogical and educational field.
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| Where
does the developmentally appropriate practice formulated by the
National Association for the Education of Young Children fit in
the broader context of curriculum theory?
by
Zoobi
Waqar
zoobi@interchange.ubc.ca
Centre
for the Study of Curriculum & Instruction
University
of British Columbia
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Abstract
The
purpose of this paper is to explore the philosophical and theoretical
aspects of developmentally appropriate practices (DAP) and examine
DAP from the perspective of curriculum theory. By providing
analyses of Dewey (1902/1956a, 1938/1963, 1964, 1934/1964c,
1971), Tyler (1949), and Eisner's (1985) orientations to Curriculum,
I will discuss DAP guidelines to bring forward whether DAP is
consistent with or in conflict with the above mentioned curriculum
theorists. This article will synthesize the primary differences
between curriculum theory and developmentally appropriate practices.
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Teaching
Mathematics in Two Independent School Contexts: The Construction
of "Good Practice"
by
Dalene
Swanson
dalene@interchange.ubc.ca
Department
of Curriculum Studies
University of British Columbia
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Abstract
This
paper compares constructions of mathematics teaching and learning
practices in two geographically different school contexts. It
looks at the constructions of "good practice" within the schooling
communities across these two contexts and describes some similarities
and differences between them. It provides an interpretation
of these differently constructed practices as being contingent
on the socially situated contexts of the two schools and schooling
communities. Consequently, it problematizes the rhetoric of
the reformist movement in education premised on slogans for
"better education" which tend to universalize "good" or "progressive"
practices, and which often do not consider the complex and contingent
nature of school mathematics discourse and practice, or the
socio-cultural and historical differences in contexts of schooling.
********************
Parent
1: "What do you advise we do to help Jonathan with his maths?
Do you think that he needs to put more effort into his work,
or do you think the problem is with lack of ability? How can
we help him?"
Parent
2: "If you would give James better scores for his math tests
then he would feel better about his math and himself and then
he would do better."
********************
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Following
the Process: A Non-Modern Inter(face)
by
Alex
de Cosson
decosson@interchange.ubc.ca
Department
of Curriculum Studies
University of British Columbia
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Abstract(ing)
"...the
dilemma (is) how to share ... without directly telling"
(Towers, 1998).
If
the postmodern was to realize that the hope pinned to modernism
was expired, that there was no 'one' way to interpret, see,
analyze, but rather to be open to the multi-layered meanings
that are inherent in a constantly changing wor(l)d, then the
post-post(non)modern is to say yes to the possibilities of a
multi-dimensional reading and be challenged by what lies ahead.
Whatever 'ism' it becomes, there is hope found in an enactive
engaged-with wor(l)d, allowing the process of involvement to
become our teacher. Working with pre-service teachers renews
this vision of being becoming.
This
paper illustrates my pedagogical interest, my "hermeneutic wager",
if you will, in a non hierarchical - non linear, visual representation
of language/text: a pedagogy that accepts that there is no one
answer, but equally knows as each creative act is solidified,
so is a new opening. As a mobile fills liminal space in its
continual search for perfection, so can a curriculum of art
build on liminal spaces to create a complex 'whole-becoming'.
As such I am interested in the visual presentation of the text
on the page - the over-all visual language as well as the over-all
interpretive text/language.
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