Reimagining a curriculum in crisis.

Autor/in	Courtland, Darcy
Titel	Reimagining a curriculum in crisis.
Quelle	In: Prospects : quarterly review of comparative education, 51 (2022) 4, S. 547-556 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 555
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1573-9090
DOI	10.1007/s11125-021-09562-w
Schlagwörter	Curriculum; Curriculumentwicklung; Curriculumplanung; COVID-19; Nordamerika
Abstract	Questioning what knowledge is of most worth in the early weeks of North America's Covid-19 crisis, this article begins to reimagine the possibilities of curriculum in such unprecedented times. It reflects on the author's experiences as a doctoral student to unveil the capacity of a curriculum that emphasizes compassion, community, and relational accountability. It then draws upon Indigenous, ecological, and postmodern curriculum theories to negotiate what an educational response could look like if curriculum approaches focused on holistically nourishing the learner spirit, connectedness, and creating a sense of wonder. The title refers to the current Covid-19 pandemic that requires an immediate reconception of curriculum as the world rapidly shifts. While also nodding to concerns about internalizing "curriculum" as a mastery of outcomes instead of a consideration of lived educational experiences, this article extends an invitation to imagine the possibilities of a curriculum responsive to the ever-changing complexities of life lived.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1