Toward Third Wave of Curriculum Studies in Iran: a Recontextualisation Movement

Document Type : Research Paper

Author

Abstract

Curriculum studies is one of the emerging disciplines in the world which has undergone remarkable growth and development recently.  This discipline has gone through various eras of traditionalism, conceptual empiricism and reconceptualism, and has now become one of the outstanding and significant fields of education.
With respect to the historical development of the field in Iran, the present article seeks to display the relationship between the curriculum studies and the general education system as in Iran national context. The author argues that the educational system of Iran which serves as the origin of this discipline is an unsuitable context including several barriers. The consequences of these barriers such an obstruction can be discussed from different dimensions.
The article considers this situation as a serious crisis for this field in Iran, which has questioned the survival and legitimacy of the field in scientific and executive communities. By adopting such an approach, the concepts of disciplinary immigration, reorganization and development of discipline in new ecosystems have been introduced as the main solutions to overcome the crisis.
Finally, areas such as higher education curriculum, adult education curriculum, curriculum studies in human resource development, and curriculum counselling are considered to be the starting points of such a movement in Iran.

Keywords

References

Akker, J.J. ttVanden (2003) Curriculum perspectives: An Introduction. In J. Vanden Aker, W. Kuiper and U. Hameyer (Eds.) Curriculum Landscape and trends. Dordrecht: Kluwer Academic publishers.
ATD (2016) 2016 State of the Industry Report. Available at: https://www.td.org/insights/atd-releases-2016-state-of-the-industry-report
Barnett, R. & Coates, K. (2005). A schema. In Engaging thecurriculum in higher education
(pp67-69). Berkshire: SRHE & Open University Press.
Bobbitt, F. (1918). The curriculum. Boston: Houghton Mifflin.
Boud, D and Solomon, N.(2001) Work based Learning. Scoeity for Research into Higher Education. Open University Press
Chapman, L.H (1985). Curriculum Development as a Process and Product. Journal of Studies in Art Education. 26(4)206-211
.Biggs, J (2004) Constructing Learning by Aligning Teaching: Constructive Alignment, in,
Teaching for Quality Learning at University. pp11-33. 2nd Edition. Berkshire: SRHE
and Open University Press.
 Conrad,  F. and Pratt,  Anne. "Research on Academic Programs: An   Inquiry mto an Emergmg Field." In Higher Education: A Handbook of Theory and Research. Volume 2, edited by John C. Siuart. New York: Agathon Press, 1986, pp. 235~273.
Diamond, R.M. (1998) Designing and Assessing Courses and Curricula: A Practical Guide.
San Fransisco: Jossey-Bass.
Dressel, P.L.(1971) College and University Curriculum. McCutchan Publishing Corporation
Hicks, O (2007) Curriculum in higher education in Australia – Hello?, in Enhancing Higher Education, Theory and Scholarship, Proceedings of the 30th HERDSA Annual Conference [CD-ROM], Adelaide, 8-11 July.
Jackson, P. W. 1992. Conceptions of curriculum and curriculum specialists. In Handbook of research on curriculum: A project of the American Educational Research Association. Edited by P. W. Jackson, 3–40. New York: Macmillan.
FathiVajargah, K., (2006). A Model of Experimental Curriculum in Higher Education, Sothern Cross University.
FathiVajargah, K. (2011). Exploring Lived Curriculum in Higher Education (Toward a Conceptual Model) in Technics Technologies Education Management 6(1):83-91 · January 2011
Fathi-vajargah, K., and MomeniMahmoie, H. (2008). Investigating the Role of Factors Affecting the Participation of Faculty Members in the Academic Planning,Iranian Higher Education, 1 (1): 139-165. [Persian].
Miller, J.L (2014) Living Tensions in Curriculum Studies: Communities Without Consensus in Transitory Times. Studies in Curriculum Theory Series. Rutledge
 Moore, D.T (2004) "Curriculum at work: An educational perspective on the workplace as a learning environment", Journal of Workplace Learning, Vol. 16 Issue: 6, pp.325-340, https://doi.org/10.1108/13665620410550303
Langenbach, M (1993) Curriculum Models in Adult Education. Krieger Publishing Company.
Pinar, William F., Reynolds, William M., Slattery, Patrick &Taubman, Peter Mass (1995), Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses. New York: Peter Lang.
Pinar, W.F. (2015). Educational experience as lived: Knowledge, History, Alterity: The
selected works of William F. Pinar. New York: Rutledge
Pinar, W.F. (1978). The reconceptualization of curriculum studies. Journal of Curriculum
Studies, 10 (3), 205-214.
Oddo, John (2013). "Precontextualization and the Rhetoric of Futurity: Foretelling Colin Powell's U.N. Address on NBC News". Discourse & Communication. 7 (1): 25–53. doi:10.1177/1750481312466480.
Oliva, Peter (1982). Developing the Curriculum. Boston: published by Little,Bropwn.
Walker, Decker F. (2003). Fundamentals of curriculum: passion andprofessionalism. Published by Lawrence Erlbaum Associates,
Schwab,J.J.(1970) The Practical: A Language forCurriculum. National Education Association. Center for the Study of Instruction.
Stark J. S., (1990). Approaches to Assessing Educational Outcomes, Journal of Health Administration Education.
Stark, L., (1988). Affections on Course Planning: Factualy and Student Consider Influence and Goals University on Michigan.
Stark, L., (1986). A Conceptual Framework for the Study of Pre-Service Professional Programs in Colleges and University, Journal of higher Education, (57) (3).
Stark, J., Lattuca, R., (1993). Diversity among Disciplines: the Same Goals for All New Directions for Higher Education.
Stark, J., Lattuca, L., (1997). Shaping the College Curriculum Academic Plans in Action, London: Allyn and Bacon.
Stark J., (1997). Program Level Curriculum Planning, Journal of research higher Education. 1997 – vol, 38 – no, 1.
Stark, J etal, (1986). A Conceptual Framework for the Study of Profession Programs in Colleges an University, Journal of higher Education, 57 (3).
Toohey, S., (2002). Designing Courses for Higher Education, Buckingham: SRHE and Open University Press.
Toombs, W. & Tierney, W., (1991). Meeting the Mandate: Renewing the College and Departmental Curriculum, ASHE – ERIC higher Education Report, No.6.
Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt, Brace, & World.
Tyler, R. W. (1949)Basic principles of curriculum and instruction. Chicago: University of Chicago press
Verduin, J.R (1980) Curriculum Building for Adult Learning. Southern Illinois University
Walker, D. (2003). Fundamentals of Curriculum: Passion and Professionalism (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
Wraga, W. G., &Hlebowitsh, P. S. (2003). Toward a renaissance in curriculum theory and
development in the USA. Journal of Curriculum studies, 35(4), 425-437.
Young, M. (2013). Overcoming the crisis in curriculum theory: a knowledge based approach.
Journal of Curriculum Studies, 45 (2), 101-118.
Usher, R. (1991) Theory and metatheory in the adult education curriculum, International Journal of Lifelong Education, 10:4, 305-315, DOI: 10.1080/0260137910100404
Wolf,P and  Houghes, J.C(1997) Curriculum Development in Higher Education: Faculty-Driven Processes and Practices. UK: Jossey Bass Wiley
 
Journal of higher education curriculum studies
Volume 9, Issue 18 - Serial Number 2
February 2019
Pages 45-69

Files

Share

How to cite

Statistics