Exploring the role of ‘brokers’ in developing a localised curriculum
Exploring the role of ‘brokers’ in developing a localised curriculum
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探索“经纪人”在开发本地化课程中的作用
DOI：
10.1080/09585176.2018.1445513
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Ulrike Thomas
中科院分区：
文献类型：
--
作者：
D. Leat;Ulrike Thomas
在包括英国在内的一些国家，有一种减少政府对课程控制的趋势。这与可能在一个州/国家的所有学校普遍适用的国家课程形成鲜明对比。国家课程往往采用以内容为基础（掌握学科）或以过程（技能）为基础的模式。更多的本地化课程有可能更多地以议题和问题为中心，利用当地资源和人民作为其组成部分。然而，以国际学生评估项目（比萨）为代表的市场化和全球化对国家政策的“影响”阻碍了教师的创造力和课程创新，否定了教师的主体性。不幸的是，学校和社区合作伙伴可能会发现，由于后勤、沟通和文化方面的障碍，很难合作，这就需要课程中介人发挥作用，弥合这些分歧。本文提供了一个案例研究的两个经纪人，以描述，理解和概念化他们在课程开发中的作用。课程开发的更广泛的影响进行了概述。
ABSTRACT There is a move in some countries, including England, towards less curriculum control by government. This stands in contrast to a national curriculum which may be universally applied in all schools within a state/country. National curricula tend to use either content-based (subject mastery) or process (skills)-based models. More localised curricula have the potential to be more issue- and problem-centred using local resources and people as part of their building blocks. However, marketisation and globalisation typified by Programme for International Student Assessment (PISA) ‘effect’ on national policies have discouraged teachers' creativity and curriculum innovation and negated teacher agency. Unfortunately, schools and community partners can find it hard to work together because of logistical, communication and cultural impediments, which gives significance to the role of curriculum brokers who can bridge these divides. This paper offers a case study of two brokers in order to describe, understand and conceptualise their role in curriculum development. The wider implications for curriculum development are outlined.