Del i serien Studies in Curriculum Theory Series

Education and Social Dynamics

A Multilevel Analysis of Curriculum Change in Turkey

Inbunden, Engelska, 2015

AvArnd-Michael Nohl,R. Nazlı Somel

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Education and Social Dynamics offers a new approach to analyzing curriculum change by investigating the entanglement of education and society in markedly heterogeneous Turkey, which has recently witnessed nation-wide curriculum reforms. While the new curriculum has attempted to homogenize all Turkish primary schools since 2005, Nohl and Somel, drawing on a theoretical differentiation of social entities, reveal how subsequent curricular practices have had to account for the diversity of milieus and organizations in the nation’s educational sector, and how inequality and competition run rampant in the standardization efforts. Using expert interviews, group discussions, and other empirical data that compare instructional practices within five distinct schools, the book represents a breakthrough in our understanding of developments in Turkey and their significance for extant theories of curriculum development and reform worldwide. By linking specific case study material from Turkey to intensifying international concerns, it provides an important and relevant global commentary.

Produktinformation

Utgivningsdatum2015-09-09
Mått152 x 229 x 21 mm
Vikt562 g
FormatInbunden
SpråkEngelska
SerieStudies in Curriculum Theory Series
Antal sidor296
FörlagTaylor & Francis Ltd
ISBN9781138903494

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Preface1. Introduction2. Education and Social Change in Turkish History2.1 What is Social and Educational Change? 2.2 The Formation of the Educational Sector in the Ottoman Empire2.3 The Expansion and Differentiation of Laicist Education in Modern Turkey2.4 Society and Education from 1980 to 20032.5 Change and Primary Education3. The Curriculum Making3.1 Studying Curriculum Change: Theoretical and Methodological Considerations3.2 Organizing a New Curriculum3.3 The New Curriculum’s Approach3.4 Preliminary Conclusions 4. Divergent Curricular Practices of Organizational Milieus: Teachers’ Professional Generations4.1 Analyzing Curricular Practices4.2 The generation of experienced teachers4.3 Novices and the curriculum4.4 The intermediary position between generations4.5 Distribution of Teachers and Schools’ Prestige5. Instruction and inequality between schools5.1 Social milieu, school organization, and resources: theoretical considerations5.2 Prestigious schools with middle-class milieus5.3 A maximal contrast: Instruction in a poor district of Istanbul5.4 Rural schools with poor milieus5.5 Reciprocally Amplifying Resources in Instruction Practices6. The new curriculum in competition with other institutionalized expectations6.1 Institutionalizing the new curriculum6.2 The informal institutionalization of standardized tests6.3 The competitive combination of loosely and tightly coupled institutions 7. Conclusion: Change, education, and societyAppendixOverview of the Turkish school systemOverview of expert interviewsRules of Transcription