预防注射
发表于 2025-3-28 16:14:26
Curriculum–, and ,: A Language for Teaching?ntury education. In a non-binary treatment, special attention is given to a new concept of . as an integrated idea of curriculum–. and in its relationship with teaching through the understanding of schooling, curriculum policies and autonomy for teaching.
Contend
发表于 2025-3-28 20:16:15
http://reply.papertrans.cn/25/2416/241517/241517_42.png
SPASM
发表于 2025-3-29 02:38:19
http://reply.papertrans.cn/25/2416/241517/241517_43.png
带子
发表于 2025-3-29 04:12:23
Ajit S. Puri,Rajsrinivas Parthasarathyic and colonial atrocities while at the same time actively ‘staying with the trouble’ (Haraway, .) of ecological damage. This involves attention to place, but in the sense that place is necessarily relational and caught up in complex spatial dynamics that transcend any locale.
V切开
发表于 2025-3-29 07:56:37
http://reply.papertrans.cn/25/2416/241517/241517_45.png
Visual-Field
发表于 2025-3-29 11:33:43
The , as Modernity’s Dialectical Image: Critical Perspectives on the Internationalization Project inrsation of the internationalization of Curriculum Studies. Therefore, the .’s existential hybrid resonates with curriculum studies’ own hybrid character. Such a resonance may well help in thinking an already begun-ongoing-unfinished international conversation in curriculum inquiry informed by dialogical encounters.
Metamorphosis
发表于 2025-3-29 17:09:43
http://reply.papertrans.cn/25/2416/241517/241517_47.png
凹室
发表于 2025-3-29 21:52:49
Book 2021lobal policy borrowing and scholarly exchange continue to influence local practice. Contributors explore major shared debates and future implications through four key sections: Decolonising the Curriculum; Knowledge Questions and Curriculum Dilemmas; Nation, History, Curriculum; and Curriculum Challenges for the Future. .
bacteria
发表于 2025-3-30 01:26:42
http://reply.papertrans.cn/25/2416/241517/241517_49.png
avarice
发表于 2025-3-30 04:45:38
Teachers’ Professional Developmentm the Global South the chapter proposes the theoretical position of rural knowledges as distinct forms of knowledge. The chapter argues that such rural perspectives are not included in contemporary curriculum, with their ongoing marginalisation a form of epistemicide. The chapter uses the example of the curriculum hierarchy in Australia.