Curriculum, as a policy and way of moving through educational experience, is entwined with an ongoing history of invasion in Australia and similar invader-colonial contexts. As a result of this, the conceptual foundations of curriculum in Australia reproduce colonial epistemologies as normative modes of knowing and consideration. One way of seeing…

This study investigates teacher participation in Norway's most recent national curriculum reform. During the reform period, teachers were invited to take part in macro curriculum making as members of national curriculum committees. In policy documents, teacher participation is emphasised as key to the legitimacy of the curriculum. In this study,…

Our aim with this study was to gain a better understanding of the emotional landscape of curriculum making by exploring the variety of emotions embedded in shared sense-making about the national curriculum reform implementation at the district level. Focus group interview data were collected from 12 curriculum reform steering groups around…

National curricula influence, and are influenced by, political agendas. Understanding political enmeshment (both overt and covert) in curriculum development is therefore vital for ensuring transparency and quality in curricula. This paper analyses how the Australian Curriculum is represented in the federal Education Ministers' media releases.…

Despite the divisions within Northern Ireland's education system along religious and academic lines, it has managed to maintain relative stability, or at least a functional inertia, over the past four decades. The full potential, however, of this system and in particular, the Northern Ireland Curriculum (NIC), has yet to be realised. This paper…

The paper explores tensions in the articulation of progression in learning across the Humanities disciplines. Informed by our review of research in the Humanities disciplines, international curricula on progression in these areas and reflections from professional activity within the newly defined Humanities 'Area of Learning and Experience' in the…

Interpreting and enacting curriculum in any school is a complex undertaking, even more so in special school contexts where teachers must develop and enact appropriate curriculum modifications and accommodations for small groups of students and individual students. In special education contexts, educational modifications are changes teachers make…

This paper critically examines Indonesia's 2013 national curriculum, implemented in 2019. The most significant change is the mandated use of formative assessment, which we argue is an example of policy borrowing, a trend also seen in many other countries globally. We argue that this policy has been adopted due to global and regional pressure on…

Recent 'decolonising the curriculum' movements have called for Higher Education to rethink how it engages with diversity and colonialism in its lectures and syllabi. But what can these ideas mean for science subjects in secondary schools? Grounded on a decolonial perspective around the Science and Technology Studies (STS) field, this paper…

This study focuses on the different ways in which teachers relate their situational agency and professional assignment to the national curriculum content and curriculum dilemmas. It builds theoretically on transactional realism and empirically on analyses of interviews with teachers, exploring the nature of teacher agency during the enactment of a…

Turkey's politically induced 'curricular modernization initiative' intended a philosophical change and a system-level transformation from behaviouristic to constructivist-inspired pedagogies in the early 2000s. Science curriculum has been one of the curricula that has taken precedence. It has changed four times since then. The latest science…

This paper focuses on the implications of the transformative student-centred curriculum being developed in Wales for tackling educational inequalities. Informed by long-standing debates within the sociology of education about the role of school knowledge in social and cultural reproduction, our research outlines some of the challenges that those…

In the large volume of research on curriculum reform, very little attention is paid to the implications of geographical location, yet, this can be significant. The current curriculum reform process in Wales has presented an opportunity for schools to radically change their practice. While rural schools have welcomed this opportunity, they face…

There is a growing agreement among the academic community, in schools and among researchers, concerning the advantages of formative assessment and the limitations of large-scale assessment. In this paper, the school-based assessment reform of the Central Board of Secondary Education (CBSE) popularly known in India as continuous and comprehensive…

It has been suggested that curriculum coherence is crucial in successful educational reform. However, empirical research on the topic is still scarce. This study explores how the stakeholders involved in curriculum development at the district level perceived curriculum coherence. Survey data (n = 550) were analysed using structural equation…