The Curriculum Journal

 Vol. 33, n°3, 09/2022

 Curricula from the past, in the present and for the future?

 

EDITORIAL

• Curricula from the past, in the present and for the future?, Stavroula Philippou, Mark Priestley

ARTICLES

• Lost in transition: Student journeys and becoming—Deliberations for a post-COVID era, Lucie Pollard, Jan Bamford
• Understanding curricula as theories of action, Darren Hannah, Claire Sinnema, Viviane Robinson
• Teachers' sources of information about climate change: A scoping review, Steven Puttick, Isobel Talks
• Civics curriculum in Arab schools: Teachers facing ethical and ideological dilemmas in the classroom, Rabah Halabi
• Scientific literacy and agency within the Chilean science curriculum: A critical discourse analysis, Gonzalo R. Guerrero, Betzabé Torres-Olave
• ‘The knowledge question’ in the Norwegian curriculum, Anniken Hotvedt Sundby, Berit Karseth
• How early mathematics interventions support mathematics vocabulary learning: A content analysis, Gena Nelson, Hannah Carter
• Searching for creativity in the Portuguese preschool and basic education curricula, Andreia Valquaresma, Joaquim Luís Coimbra
• Songs and singing songs in early childhood education: A review of Spanish curriculum policy, Lucía Casal de la Fuente, Carol Gillanders
• Curriculum reform in Wales: Physical education teacher educators' negotiation of policy positions, David Aldous, Victoria Evans, Dawn Penney

https://bera-journals.onlinelibrary.wiley.com/toc/14693704/current