Amidst views by teachers that they are not involved in decisions about curriculum making, Caribbean orality provides a way of knowing and transmitting knowledge reflective of the dynamics of the local context and the meanings people make of the spoken word. Caribbean orality provides the opportunity to understand how teachers make sense of…

In England, the development of teachers' curriculum design capabilities has been identified as a 'challenge remaining' (Department for Education [DfE]. (2022). "Opportunity for all: Strong schools with great teachers for your child."…

This study contributes to a deeper understanding of using problems with wicked tendencies as vehicles for learning in higher professional education (HPE). It was guided by this question: How can the features of problems, problem-solving approaches and outcomes be aligned in HPE courses aiming to prepare students for addressing problems with wicked…

Due to socio-political issues in Dutch society, citizenship education (CE) became obligatory by law in the Netherlands in 2006. Schools were to decide on their local CE curriculum. This contribution intends to open up the black box of school-based curriculum-making efforts for CE. It reports on a four-year study in four schools for secondary…

In this paper, we interrogate and justify the design of a local project that used collaborative design research in a secondary school in England. As authors, we represent teachers and teacher educators engaged in design research, whereby we acknowledge the difficulties implicit to university and school collaborations within a performative culture.…

Curriculum reform is often described as being dependent on teachers' advancement of reform principles. Many studies report the reasons for whether teachers engage with a new curriculum, and these reasons have focused on internal, personal influences including disconnections between curriculum and teachers' beliefs and practices. This study…

This paper reports on the initial stages of an empirical study of a new secondary school in New Zealand. The school vision and organisation reflect current international twenty-first-century learning discourse by confronting long-established beliefs concerning the nature of education and knowledge and the roles of teachers and students. The…

The Technical Vocational Education and Training (TVET) curriculum requires continuous renewal and constant involvement of stakeholders in the redesign process. Due to a lack of curriculum design expertise, TVET institutions in developing contexts encounter challenges maintaining and advancing the quality and relevance of their programmes to the…

Student-centred curriculum integration (CI) is a concept underpinned by democratic education. It places students at the centre of learning, involving them in classroom decisions and curriculum planning. Most research on this approach has been situated in the middle years, but this study focuses on primary schooling. This project examined what…

This article considers the extent to which the English National Curriculum for science has influenced practice and learning outcomes, and briefly reviews the mechanisms through which this influence is exerted. It identifies and discusses three central issues for the review that is now in progress: the structure of the science curriculum; the…

This article explores the implications for teacher education and continuous professional development (CPD) of enquiry-based learning, by drawing specifically on data collected during a four-year curriculum development and research project, Enquiring Minds (2005-9). Within the partnership approach to curriculum design endorsed by the project,…

Initial teacher education programmes, in order to comply with the requirements for teacher registration, are usually expected to introduce student teachers to the mandated curriculum. Often this is done uncritically, so students tend to accept rather than examine the underlying epistemological model which partitions knowledge into distinct…

This article raises general questions regarding the relations between curriculum and ideology in reforming, specifically indigenizing the curriculum by focusing on the importance attached to the history curriculum under reform circumstances. Through an examination of indigenization of history curriculum in the context of Kyrgyzstan, a post-Soviet…

This article analyses the relationships between the perspectives of stakeholders involved in the development of the 1998 New South Wales Stages 4-5 history syllabus. It examined four key issues that emerged in the debates about history education during the review and found that stakeholders' views diverged significantly on three of these issues.…