Mapping or tracing? Rethinking curriculum mapping in higher education
Mapping or tracing? Rethinking curriculum mapping in higher education
复制标题
绘制地图还是追踪？
DOI：
10.1080/03075079.2014.899343
复制
发表时间：
2015
影响因子：
4.2
通讯作者：
Chia
中科院分区：
文献类型：
--
作者：
Chia
近年来，在推动全球竞争力的高等教育课程创新中，课程映射一直受到重视。本文首先概述了当前高等教育课程映射的论述。课程映射通常与基于结果的学习和工作准备有关，并引导学习者/旅行者走向“繁荣”的未来。本文对这一观点进行了批判，从哲学的角度探讨了地图（或绘图）在课程中的其他含义，主要来源于吉尔·德勒兹和fsamlix Guattari对制图的描述。这篇论文旨在推翻目前关于课程映射的“静坐”思维，并鼓励对课程实践的替代观点。本文的结论是，用德勒兹和瓜塔里的话说，目前的课程测绘实践是在追踪而不是映射这些思想，本文强调了从根茎上看课程测绘的价值。
Curriculum mapping has been emphasized in recent curriculum innovations in higher education in the drive for global competitiveness. This paper begins by providing an outline of current discourses of curriculum mapping in higher education. Curriculum mapping is frequently associated with outcome-based learning and work readiness, and guiding the learner/traveler towards a “prosperous” future. Critiquing this perspective, this article explores other implications of maps (or mapping) in curriculums from a philosophical viewpoint, mainly derived from Gilles Deleuze and Félix Guattari's account of mapping. The paper is intended to overturn the current “sedentary” thinking about curriculum mapping, and to encourage alternative perspectives on curriculum practices. The paper concludes with the view that, in Deleuze and Guattari's terms, current practices of curriculum mapping trace rather than map the ideas, and the paper highlights the value in seeing curriculum mapping rhizomatically.