Student Learning Outcomes (SLOs) are often the center of discussion among faculty in higher education during discourse about curriculum conceptualization, design, planning development, and implementation. This commentary offers a functionally-centered framework that places faculty feasibility, fluidity, freedom, and flexibility around a core…

Educational developers play a critical role as change agents and facilitators of curriculum development initiatives. This reflection explores factors that enable and limit curriculum development initiatives as experienced by a group of educational developers working in different university contexts in Canada. By highlighting aspects of our…

In this commentary, summarized from a recent interview, the author reminisces about a career dedicated to critical exploration in the classroom. She discusses the formation of the Moon Group, a group of teachers who met over a period of 25 years to study the behaviour of the moon. Duckworth later describes an exercise in which her students…

The purpose of this position paper is to emphasize the importance gender equity within curriculum as a primary focus within our educational institutions to ensure equal access and representation for our students. This emphasis is based on data that supports how focusing on meaningful content connections, conducive environments with respect to the…

This commentary focuses on philosophical underpinnings that could guide a sea change in approaches to sustainability within English-medium curricula in Aotearoa. Framed optimistically, it engages with the possibilities that exist for Pakeha to transform relationships with tangata whenua and this land through regenerative curriculum design. Three…

Resisting a deep-seated technical perspective of education, I attend to the notion of attunement as a key concept with which to imagine curriculum as a complicated conversation. As fully appreciating the meaning and potential of attunement requires an embodied sense of the word that is deployed by working from within our bodily, social, and…

The public university in the global South continues to be trapped in an existential slumber, struggling to self-define/self-diagnose its purposes, rationales, goals and agenda(s). Despite the emergence of the #FeesMustfall, #RhodesMustFall, and more recently the #Asinamali student protests, South African higher education continues to adopt…

This article reflects on the epistemological steamrolling that the 2021 Ofsted Curriculum Research Review (OCRR) accomplishes: in part, by the positioning of the problem and solution through highly selective cherry-picking (omitting key causal factors); in part, through the discursive move of acknowledging complexity before offering simple and…

In a recent article, L. Philip Barnes critiques the Commission on Religious Education (CoRE) Final Report by scrutinising its text and by responding to my interpretation of that text. His particular, but not exclusive, focus is CoRE's proposal that the idea of worldview should be central to RE. His conclusion is that: 'The collective force of…

School curricula in the United States tend to focus on students' visual sense, making the teaching and learning of aural art a unique and challenging endeavor. In this philosophical inquiry with practical applications, I propose that the music curriculum be reevaluated with an ear toward the quality of sounds students hear daily as a foundation…

This article is mainly a reaction paper that reflects on the views and positions of Wraga and Hlebowitsh (2003) concerning the crisis and renaissance of the curriculum field. In doing so, a brief critical review on the two authors' views with regard to the ups and downs that the curriculum field has passed through, and most importantly the crisis…

This essay explores the broader implications for education of the COVID-19 pandemic. It asks: What can COVID teach us? The case is made that COVID is inviting us to consider a relational universe, and what a pedagogy of presence would look like. It takes a futures perspective and is therefore, unabashedly speculative. It draws on the author's many…

In this article, I weave practice and theory into a framework for distinguishing between school-community "engagement" and school-community "collaboration," by considering if and how each approach integrates school- and community-based knowledge. I argue that, while school-community engagement efforts build students' knowledge…

To build educational capacity for the rapidly evolving science and profession of geocomputation, the American Association of Geographers piloted an Encoding Geography research-practice partnership (RPP) composed of geography and computer science educators and researchers. This commentary describes the process, known as Collective Impact, that was…

This article offers a philosophical critique of Michael Young's notion of 'powerful knowledge', as found largely in his own but also in others' writings since 2009. The first part of the article focuses on the definitional connection that Young makes between 'powerful knowledge' and systematic relationships between concepts. It argues that most of…