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CURRICULUMHANZALAH BIN MOHAMED NOR

MP131180

Curriculum Change And The Post Modern World:Is The School

Curriculum-reform Movement An Anachronism?

ARTICLE 17


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CHANGE & REFORMURRICULUM

P

OS

T

M

O

D

E

R

N

CRISIShangeTOP - DOWN

BOTTOM - UP

PARTNERSHIP

Reform

CLOBAL TECHNOLOGY &

FREE RANGE LEARNING

TAKING EQUITY SERIOUSLY

YOUNG PEOPLE, IDENTITY AND

THE CONSUMER CURRICULUM

DEATH OF SUBJECT1960

1970

1980

CURRICULUM CHANGE REFORM


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3

DIRECTED-PURPOSIVE-SYSTEMATIC-INTENTIONAL CHANGE

Mc Laren and Farahmandpur (2000)hyper -individualistic

Barrrow (1999)an obfuscating label @theoretical chic

PARTNERSHIP

BOTTOM- UPTOP-DOWN

CURRICULUMCHANGE POSTMODERN

CURRICULUM CHANGE & REFORM


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4


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5

POSTMODERNPOSITION

Moving towards an opensystem with constant flux and

complex interactions

Requiring interactive andholistic frameworks for learning

Doll (1989: 250) writes, Apost-modern curriculum will

accept the students ability toorganize, construct and

structure, and will emphasizethis ability as a focal point in

the curriculum

Transformative rather thanincremental with respect to

change.



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6

A

PP

R

O

A

C

H

M

O

D

E

L

TOP-DOWN

1970

1980

Involved collaborative relationships between administrators, curriculumdevelopers, professional associations, researchers, teacher educators,

teachers, and parents, partnerships

across-boundary collaboration(fullans, 1999)

The features of this change model include collaboration across schools, teacher

professional development, community and student input to meet local needs,

and systematic data collection, monitoring, and revision.

Teacher Proofcurriculum package as a central component of reform.

Minimize the teachers influence on curriculum reform by developing a tight

relationship among educational objectives, curriculum content, and assessment

instrumentsall packaged

France: Groupe Technique Disciplinaire

To improve the fidelity of innovations, curriculum researchers began toadvocate the central role of teachers in curriculum reform and the need for

teachers.

school-based curriculum development (SBCD) and action research

SBCD represented a democratization of curriculum development, in which the

realexperts

1960

BOTTOM-UP

PARTNERSHIP



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4 INTER-RELATEDCOMMENTARIESPOST- MODERNCURRICULUM

Death OfSubject

TakingEquity

Seriously

GlobalTechnology

& Free Range

Learning

Youngpeople,

identity andthe consumer

curriculum



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Bernstein (1996): thereconfigurations ofdisciplinary knowledgehave occurred recently, andcontinue to occur, in linewith rapid growth in newand varied applications ofknowledge.

keylearning areas= PE

Young (1998) curriculumof the future requiresconnectivity across subjectmatter in order to producewell-rounded andtechnologically literatelearners with economic,

political, cultural, andsociologicalunderstandings.

DEATH OF SUBJECT

The School Curriculum:

As modenist project toassist students individual

potentials.

Active reproducing theeconomic and culturalinbalance.

As a bounded sphere oflearning

Become emancipatory

experience

TAKING EQUITY SERIOUSLY YOUNG PEOPLE, IDENTITY ANDTHE CONSUMER CURRICULUM GLOBAL TECHNOLOGY FREERANGE LEARNING

Many cultural identities as aschool system

Young peoples interaction

with the curriculum is

becoming like that of a

consumer and a product

(Wright and Macdonald in

press).

The informationrevolution and the public

pedagogies must

engaged as knowledge-

producing technologies

and spheres.

Global media and

technologies give many

young people access to

ideas and opportunities

for engaging forms of

physical activity outside

their substantive culture.

Kurzweil (1999),



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dr j l.activities-art 17

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