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From curriculum to pedagogy and back again: knowledge, the person and the changing world

机译：从课程到教学法再到：知识，人与变化的世界

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摘要

This paper reflects on some changing contexts of the discussion of curriculum and pedagogy since the late 1960s, and it draws on three research projects in which the author has been involved to illustrate why pedagogy and curriculum have again become issues of evident public and political concern and to show some particular points of tension in moving forward today. Issues of curriculum and pedagogy came under challenge in association with new social movements of the 1960s and beyond, and the new emphasis on whose knowledge was being privileged in schooling, and what identities and social patterns were being perpetuated through schooling. Today, in the context of global auditing and benchmarking, and of competitive economic policies and anxieties about migration and citizenship, education is seen by governments as a prominent part of their economic and social policy. But keeping strong attention to both curriculum (or 'the what') and the pedagogical relationships (or the process) is rarely attained simultaneously.
机译：本文反映了自1960年代末以来课程和教学法讨论的一些变化情况，并借鉴了三个研究项目，作者参与其中，以说明为什么教学法和课程学又再次成为明显引起公众和政治关注的问题，并且以显示当今前进中一些特别的紧张点。与1960年代及以后的新社会运动有关，课程和教学法问题受到了挑战，新的重点是在学校教育中优先考虑谁的知识，以及通过学校教育将延续哪些身份和社会模式。如今，在全球审计和基准测试，竞争性经济政策以及对移民和公民身份的焦虑的背景下，政府将教育视为其经济和社会政策的重要组成部分。但是很少同时获得对课程（或“什么”）和教学关系（或过程）的高度关注。

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