
Contents
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Objectives Objectives
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Introduction Introduction
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Reflection of the Existing Threat to Our School Education and Curriculum Reflection of the Existing Threat to Our School Education and Curriculum
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Standards and Testing Standards and Testing
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Failure of today's Schools Failure of today's Schools
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Schools Have Become “Factories,” and Curriculum has Become Dominated by the Ideology of Economic Efficiency Schools Have Become “Factories,” and Curriculum has Become Dominated by the Ideology of Economic Efficiency
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Future Curriculum: Perspectives Suggested by Young and Kress Future Curriculum: Perspectives Suggested by Young and Kress
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Propositions to Be Infused in the Curriculum of the Future Propositions to Be Infused in the Curriculum of the Future
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Critical Pedagogy in the Curriculum Critical Pedagogy in the Curriculum
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Moral Education in the Curriculum Moral Education in the Curriculum
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Deliberation for the Future Curriculum: General Issues and Principles Deliberation for the Future Curriculum: General Issues and Principles
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Summary Summary
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Questions for Discussion/Tutorial Activities Questions for Discussion/Tutorial Activities
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Notes Notes
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References References
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Cite
Abstract
With the fundamental curriculum concepts and methods introduced in the preceding chapters, it is hoped that readers can manage to devise alternative ways to design the most appropriate curriculum for the new generations in the twenty-first century. However, unless our community moves ahead with authentic reforms in education, the aims of the reforms will remain rhetorical or superficially implemented in classrooms. Hence, we stress in this chapter that curriculum change is pertinent to educational change. This stance is indeed supported by a famous academic of educational change, Michael Fullan. This chapter begins with an analysis of the perceptible threats we now face in our curriculum, followed by a brief account of ideas raised by some academics/researchers on how to reform the school curriculum. Curriculum trend, in relation to critical pedagogy and moral/value education, is also addressed. It is anticipated that readers will gain useful insights which are conducive to helping them shape their professional stance and vision in an era of change. Finally, it proposes some basic questions and principles for readers to consider when they deliberate on a future curriculum.
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