Fundamental Misunderstandings regarding the Re/ Multicontextualization Movement in Curriculum Studies

Document Type : Original Article

Author

Professor, Faculty of Educational Sciences & Psychology, Shahid Beheshti University, Iran

Abstract

The field of curriculum studies has been the subject of various challenging approaches, orientations and theories. In some cases, these theories and orientations have strongly influenced the route and future of the field. In the same vein, one of the approaches which has been raised in recent years in Iran is a movement toward re/ Multicontextualization of curriculum studies. The main goal of this movement, along with serious collaborative and systematic efforts to open the doors of curriculum decision-making communities for curriculum scholars in the formal educational system and schools, is to move beyond the initial context of curriculum studies; the educational system and schools, and try in other contexts such as industry, agricultural extension, workplace learning, emerging technologies and so on.
Since the idea was proposed, there have been some concerns or even misunderstandings regarding the concept, main purposes, reasons and results of this approach. However, given the immaturity of this movement and the emerging contexts for the field, there is still a long way ahead to identify the potential challenges and achievements. The present paper tries to identify and respond to some of the most important concerns from an analytical point of view.

Keywords

References

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History

  • Receive Date: 05 February 2022
  • Accept Date: 05 February 2022
  • First Publish Date: 05 February 2022
  • Publish Date: 23 August 2021

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