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- Global Talks Thursday (Dec 10, 2020): Dialogue on Curriculum and Instruction in Relations to the Pandemic/Online Education
- Call for Papers: The Labour of COVID section of Workplace: A Journal for Academic Labour
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- Dr. Sebastián Plá of #UNAM | “Curriculum and Structural Violence: Teaching Social Studies in Latin America’s Secondary Schools”
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Tag Archives: curriculum studies
Global Talks Thursday (Dec 10, 2020): Dialogue on Curriculum and Instruction in Relations to the Pandemic/Online Education
EDCP Seminar: Abraham DeLeon “A Schizophrenic Scholar out for Stroll: Multiplicities, Becomings, Conjurings”
Challenges and Tensions in Curriculum Management: Theory and Practice
Public Seminar Sponsored by
Institute for Critical Education Studies
July 13, 2016
2125 Main Mall
University of British Columbia
Carolina Castro, Héctor Gómez, and Fernando Murillo, co-authors in the recently published book Desafíos y Tensiones en la Gestión Curricular: Teoría y Práctica [Challenges and Tensions in Curriculum Management: Theory and Practice] in Chile, will present their contributions to the discussion of curriculum design, development and implementation in the contexts of schools and higher education.
The book, co–edited by Gómez and Castro, gives voice to a variety of perspectives and experiences in schools and higher education. In this regard the authors ask: How is curriculum managed? Who is involved in the process and how? What authority do curriculum managers have, and how is power distributed in order to influence and make decisions on the curriculum? What effective spaces for innovation exist? How are perennial and new issues considered in the management of curriculum?
Bachelor in Education – Primary School Teacher, Master of Arts in Education and Curriculum. Head of the Curriculum Unit at Universidad Católica Silva Henríquez in Santiago, Chile.
Bachelor in Education – TEFL, Master of Arts in Education and Curriculum, UBC PhD student in Curriculum Studies
Bachelor in Education – Teacher of History and Social Sciences, Master of Arts in Education and Curriculum, UBC PhD Student in Curriculum Studies
Critical Education: “Water is a Right: A Critique of Curricular Materials and Learning Experiences in Schools Sponsored by the Transnational Water Utility Service Industry”
Critical Education has just released a new issue, featuring the article “Water is a Right: A Critique of Curricular Materials and Learning Experiences in Schools Sponsored by the Transnational Water Utility Service Industry” by J. Hall.
Critical Education 3(3), 2012
Water is a Right: A Critique of Curricular Materials and Learning Experiences in Schools Sponsored by the Transnational Water Utility Service Industryd
There is no longer an infinite supply of fresh water on the planet. In large part, the global water crisis is a result of large-scale, destructive, industrial “innovations.” In just fifteen years, two-thirds of the people on the planet will feel the impact of the diminishment of safe drinking water. Given the global water crisis, the focus is this analysis is on the transnational water utility service industry as well as the larger shift from the notion of drinking water as a public right to a commodity to be privately owned and sold on the global marketplace. I discuss the very different ways these corporations are entering communities in the Southern compared to the Northern hemisphere, including attempts to re-brand their image after public failures. I then consider the particular strategies these conglomerates use to seep into cities and towns in the North. Emphasis is placed on how this sector of the water industry is becoming involved in schooling through sponsoring curricular materials and activities. I also provide initial analysis of the messages distributed in a sample of such materials and activities intended for K-12 students. While literature exists that explores curricular materials in schools provided by transnational corporations involved in direct control of natural resources, surprisingly, the privatization of the world’s fresh water supply receives little attention in both education-based scholarship and media.