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    Putting the learner into the curriculum, not the curriculum into the learner: a case for negotiated integrated curriculum

    Citation

    O’Grady, E., O’Reilly, J., Portelli, J., & Beal, C. (2014). Putting the Learner into the Curriculum, not the Curriculum into the Learner: A Case for Negotiated Integrated Curriculum. International Journal of Pedagogical Innovations, 2(2), 51–63.
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    Main article (472.5Kb)
    Date
    2014
    Author
    O'Grady, Emmanuel
    O'Reilly, John
    Portelli, John P.
    Beal, Candy
    Peer Reviewed
    Yes
    Metadata
    Show full item record
    O’Grady, E., O’Reilly, J., Portelli, J., & Beal, C. (2014). Putting the Learner into the Curriculum, not the Curriculum into the Learner: A Case for Negotiated Integrated Curriculum. International Journal of Pedagogical Innovations, 2(2), 51–63.
    Abstract
    The question “what is good teaching?” leads to further questions about the nature of curriculum and decision-making. This paper explores the need and feasibility of a Negotiated Integrated Curriculum (NIC) to better empower the voice of teachers and students within their own curriculum. The international neo-liberal agenda that is increasingly encroaching on the nature of curriculum change and development inhibits the voice of learners within their own curriculum. Based on decades of research, and the theoretical foundations of meaningful learning, the NIC progresses the issues of both student and teacher empowerment in the face of this agenda to better allow “good teaching” to happen. Teacher education is significantly placed to enable this process as a review of international educational polices maintain with particular reference to the Irish context.
    Keywords
    Curriculum
    Negotiated integrated curriculum
    International neo-liberal agenda
    Meaningful learning
    Educational polices
    Language (ISO 639-3)
    eng
    Publisher
    University of Bahrain
    License URI
    http://dx.doi.org/10.12785/IJPI/020201
    DOI
    10.12785/IJPI/020201
    URI
    http://hdl.handle.net/10395/2588
    Collections
    • Reflective Pedagogy and Early Childhood Studies (Peer reviewed publications)

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