Journal of Curriculum Studies

 Vol. 54, n°5, 2022

 

• Powerful knowledge, educational potential and knowledge-rich curriculum: pushing the boundaries, Zongyi Deng
• Empowering minority students: a study of cultural references in the teaching content, Turid Skarre Aasebø & Ilmi Willbergh
• Dewey’s education through occupations as being-doing-knowing: an introduction to teacher planning with creative learning units, John Quay, Loren Miller, David Browning & Adam Brodie-Mckenzie
• Children’s agentic capacity, schoolification and risk: competing discourses and young children’s experiences in pre-school settings, Karen Patton & Karen Winter
• Elementary teachers’ agency: the role of perceived professional space and autonomy, Phi Nguyen, Corey Webel, Sheunghyun Yeo & Wenmin Zhao
• Celebrating culture and neglecting language: representation of ethnic minorities in Chinese primary school textbooks (1976–2021), Qian Liu, Fatma Zehra Colak & Orhan Agirdag
• The politics of pupil self-evaluation: A case of Finnish assessment policy discourse, Hannele Pitkänen

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