A Framework for Cross-Cultural Curriculum Development
DOI:
https://doi.org/10.14288/tci.v15i1.191028Abstract
This article questions meanings and understandings of “global” and “international” framework through the acknowledgement, existence, and validity of multiple onto-epistemologies. It seeks to provide insight to the questions, “What is ethical cross-cultural curriculum development?” and “How can practitioners engage in ethical cross-cultural curriculum development processes?” Through de Sousa Santos’ (2007) “globalized localisms” and “localized globalisms”, power asymmetries in “what counts as knowledge” (Apple, 2000) is illuminated and a cross-cultural curriculum development framework, addressing hegemonic concerns is presented. This framework integrates Taba’s (1962) curriculum development framework with a critical negotiation framework in the hopes that “global” and “international” education engages from a pluralistic standpoint. Finally, practical recommendations for each stage of the curriculum development process are presented.References
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Boroditsky, L. (2011). How language shapes thought: The languages we speak affect our perceptions of the world. Scientific American, February, 63-65.
British Council. (2012). The shape of things to come: Higher education global trends and emerging opportunities to 2020. www.britishcouncil.org/higher-education
Brown, H. & Sawyer, R.D. (2016). Dialogic reflection: An exploration of its embodied, imaginative, and reflexive dynamic. In Brown, H., Sawyer, Norris, J. (Eds.) Forms of Practitioner Reflexivity: Critical, Conversational, & Arts-Based Approaches. New York: Palgrave Macmillan.
Crystal, D. (2003). English as a global language, 2nd Ed. New York: Cambridge University Press.
de Sousa Santos, B. (2007). Another knowledge is possible: Beyond northern epistemologies. London & New York: Verso.
de Sousa Santos, B. (2007). Beyond abyssal thinking: From global lines to ecologies of knowleges. Review, XXX (1), 45-89.
de Sousa Santos, B., Nunes, J.A., & Meneses, M.P. (2007). Opening up the canon of knowledge and recognition of difference. In de Sousa Santos (ed.) Another Knowledge is Possible. London & New York: Verso.
Eisner, E. (1985). The educational imagination: On the design and evaluation of school programs. New York: Macmillan Publishing Co.
Elveton, R. (2006). Educating for participatory democracy: Paradoxes in global logic. Cresskill, New Jersey: Hampton Press Inc.
Emans, R. (1966). A proposed curriculum framework for curriculum development. The
Journal of Educational Research, 59(7), 327-332.
Fisher, R., Ury, W., & Patton, B. (1991). Getting to YES: Negotiating agreement without giving in (2nd ed.). Boston : Houghton Mifflin.
Giles, C. & VanDover, M. (1988). The power of collaboration. In Golub, J. (Ed.). Focus on Collaborative Learning: Classroom Practices in Teaching English. Illinois: National Council of Teachers of English.
Helms, J. E. (1990). Black and White racial identity: Theory, research, and practice. USA: Greenwood Publishing Group.
Hunt, E., & Agnoli, F. (1991). The Whorfian hypothesis: A cognitive psychology perspective. Psychological review, 98(3), 377-389.
International School Consultancy. (2017). Demand for international school education continues to expand globally. http://www.iscresearch.com/news/isc-news/isc-news-details/~post/demand-for-international-school-education-continues-to-expand-globally-20170427.
Marginson, S. & Sawir, E. (2011). Ideas for intercultural education. New York: Palgrave Macmillan.
Menkel-Meadow, C., Love, L., & Schneider, A.K. (2006). Mediation: Practice, policy, and ethics. New York: Aspen Publishers.
Moraes, S.E., & Freire, L.A. (2016). The university curriculum and the ecology of knowledges towards building a planetary citizenship. Transnational Curriculum Inquiry, 13(1), 36-55.
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Pereia, T.V., & Costa, H.H.C. (2015). Challenges to curriculum theory in the 21st century: Thinking the school beyond the basics. Transnational Curriculum Inquiry, 12(2), 1-12.
Pinar, W. F. (2011). The character of curriculum studies: Bildung, currere, and the recurring question of the subject. New York: Palgrave Macmillan.
Posner, G.J. (2003). Analyzing the curriculum, 3rd ed. New York: McGraw Hill.
Ricoeur, P. (2006). On translation. New York & London: Routledge.
Rizvi, F., & Lingard, B. (2006). Globalization and the changing nature of the OECD’s educational work. Education, globalization and social change, 247-260.
Schwab, J.J. (1973). The practical 3: Translation into curriculum, The School Review, 81(4), pp. 501-522.
Smith, L.T. (1999). Decolonizing methodologies: Research and indigenous peoples (2nd ed.). United Kingdom: Zed Books.
Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt,
Brace & World.
Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, education & society, 1(1), 1-40.
Tyler, R.W. (1969). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.
United Nations Development Programme (2016). Human development report 2016: Human development for everyone. New York: UN Plaza.
Vera Cruz, A.C., Madden, P.E., & Asante, C.K. (2018). Toward cross-cultural curriculum development: An analysis of science education in the Philippines, Ghana, and the United States. In Roofe, C. & Bezzina, C. (Eds.) Intercultural Studies of Curriculum: Theory, Policy, and Practice. Switzerland: Palgrave Macmillan.
Verger, A., Altinyelken, H.K., & Novelli, M. (2012). Global education policy and international development: New agendas, issues, and policies. New York: Bloomsbury.
Wynter, S. (2003). Unsettling the coloniality of being/power/truth/freedom: Towards the human, after man, its overrepresentation--An argument. CR: The new centennial review, 3(3), 257-337.
Bandura, A. (1971). Social learning theory. New York: General Learning Press.
Boroditsky, L. (2011). How language shapes thought: The languages we speak affect our perceptions of the world. Scientific American, February, 63-65.
British Council. (2012). The shape of things to come: Higher education global trends and emerging opportunities to 2020. www.britishcouncil.org/higher-education
Brown, H. & Sawyer, R.D. (2016). Dialogic reflection: An exploration of its embodied, imaginative, and reflexive dynamic. In Brown, H., Sawyer, Norris, J. (Eds.) Forms of Practitioner Reflexivity: Critical, Conversational, & Arts-Based Approaches. New York: Palgrave Macmillan.
Crystal, D. (2003). English as a global language, 2nd Ed. New York: Cambridge University Press.
de Sousa Santos, B. (2007). Another knowledge is possible: Beyond northern epistemologies. London & New York: Verso.
de Sousa Santos, B. (2007). Beyond abyssal thinking: From global lines to ecologies of knowleges. Review, XXX (1), 45-89.
de Sousa Santos, B., Nunes, J.A., & Meneses, M.P. (2007). Opening up the canon of knowledge and recognition of difference. In de Sousa Santos (ed.) Another Knowledge is Possible. London & New York: Verso.
Eisner, E. (1985). The educational imagination: On the design and evaluation of school programs. New York: Macmillan Publishing Co.
Elveton, R. (2006). Educating for participatory democracy: Paradoxes in global logic. Cresskill, New Jersey: Hampton Press Inc.
Emans, R. (1966). A proposed curriculum framework for curriculum development. The
Journal of Educational Research, 59(7), 327-332.
Fisher, R., Ury, W., & Patton, B. (1991). Getting to YES: Negotiating agreement without giving in (2nd ed.). Boston : Houghton Mifflin.
Giles, C. & VanDover, M. (1988). The power of collaboration. In Golub, J. (Ed.). Focus on Collaborative Learning: Classroom Practices in Teaching English. Illinois: National Council of Teachers of English.
Helms, J. E. (1990). Black and White racial identity: Theory, research, and practice. USA: Greenwood Publishing Group.
Hunt, E., & Agnoli, F. (1991). The Whorfian hypothesis: A cognitive psychology perspective. Psychological review, 98(3), 377-389.
International School Consultancy. (2017). Demand for international school education continues to expand globally. http://www.iscresearch.com/news/isc-news/isc-news-details/~post/demand-for-international-school-education-continues-to-expand-globally-20170427.
Marginson, S. & Sawir, E. (2011). Ideas for intercultural education. New York: Palgrave Macmillan.
Menkel-Meadow, C., Love, L., & Schneider, A.K. (2006). Mediation: Practice, policy, and ethics. New York: Aspen Publishers.
Moraes, S.E., & Freire, L.A. (2016). The university curriculum and the ecology of knowledges towards building a planetary citizenship. Transnational Curriculum Inquiry, 13(1), 36-55.
Morrison, N. (2016). International schools market to hit $89 billion by 2026. Forbes: https://www.forbes.com/sites/nickmorrison/2016/06/29/international-schools-market-to-hit-89bn-by-2026/#70e3080c70e3 Accessed March 14, 2017
OECD (2015). Education at a glance 2015: OECD indicators. OECD Publishing.
Pereia, T.V., & Costa, H.H.C. (2015). Challenges to curriculum theory in the 21st century: Thinking the school beyond the basics. Transnational Curriculum Inquiry, 12(2), 1-12.
Pinar, W. F. (2011). The character of curriculum studies: Bildung, currere, and the recurring question of the subject. New York: Palgrave Macmillan.
Posner, G.J. (2003). Analyzing the curriculum, 3rd ed. New York: McGraw Hill.
Ricoeur, P. (2006). On translation. New York & London: Routledge.
Rizvi, F., & Lingard, B. (2006). Globalization and the changing nature of the OECD’s educational work. Education, globalization and social change, 247-260.
Schwab, J.J. (1973). The practical 3: Translation into curriculum, The School Review, 81(4), pp. 501-522.
Smith, L.T. (1999). Decolonizing methodologies: Research and indigenous peoples (2nd ed.). United Kingdom: Zed Books.
Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt,
Brace & World.
Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, education & society, 1(1), 1-40.
Tyler, R.W. (1969). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.
United Nations Development Programme (2016). Human development report 2016: Human development for everyone. New York: UN Plaza.
Vera Cruz, A.C., Madden, P.E., & Asante, C.K. (2018). Toward cross-cultural curriculum development: An analysis of science education in the Philippines, Ghana, and the United States. In Roofe, C. & Bezzina, C. (Eds.) Intercultural Studies of Curriculum: Theory, Policy, and Practice. Switzerland: Palgrave Macmillan.
Verger, A., Altinyelken, H.K., & Novelli, M. (2012). Global education policy and international development: New agendas, issues, and policies. New York: Bloomsbury.
Wynter, S. (2003). Unsettling the coloniality of being/power/truth/freedom: Towards the human, after man, its overrepresentation--An argument. CR: The new centennial review, 3(3), 257-337.
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2018-11-06
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