University Curriculum Transformations in Context : Global-Local Dynamics of Policy Processes / Lesley Vidovich, Victoria Valdebenito Mac Farlane and Tom O'Donoghue.
Editor: Newcastle-upon-Tyne : Cambridge Scholars Publisher, 2020Fecha de copyright: ©2020Descripción: 1 online resource (242 pages)Tipo de contenido:- text
- computer
- online resource
- 9781527556003
- 378.19900000000001
- LB2361 .V353 2020
| Imagen de cubierta | Tipo de ítem | Biblioteca actual | Biblioteca de origen | Colección | Ubicación en estantería | Signatura topográfica | Materiales especificados | Info Vol | URL | Copia número | Estado | Notas | Fecha de vencimiento | Código de barras | Reserva de ítems | Prioridad de la cola de reserva de ejemplar | Reservas para cursos | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Libro electrónico | Biblioteca de Mayagüez Acceso en línea | LB2361 .V353 2020 (Navegar estantería(Abre debajo)) | Ebook c. 1 | Disponible | 50000003293635 | |||||||||||||
| Libro electrónico | Biblioteca Encarnación Valdés Acceso en línea | 378.19900000000001 (Navegar estantería(Abre debajo)) | Disponible | EBC6265400 |
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Education systems and universities around the world are currently seeking to strengthen their competitive positioning in today's global knowledge era through curriculum policy transformations. These are taking place as a result of ideological shifts and policy flows, as well as networks between global and local levels, leading to radical university changes in curricula. Chile is no exception to this general trend. Here, universities are particularly aiming to address the challenges presented by globalization, internationalization and the global knowledge society. A major associated strategy involves the production and enactment of what is termed a '21st century curriculum policy', which refers to a curriculum that promotes the acquisition of such higher-order skills as creative and critical thinking, collaboration and problem-solving skills. The book details associated international influences in this regard, and presents a detailed exposition of how some universities in Chile have been addressing the challenges they face. Adopting a policy trajectory framework focused on four main contexts of policy processes (namely, policy influences, policy text production, policy enactment and longer-term policy outcomes), it focuses on case studies of three universities. The major informing concepts considered include neo-liberalism, nationalism, competing educational perspectives, powerful knowledge actors, high-stakes testing, equity, and social justice, among others. 'Food for thought' is provided for policy makers, curriculum developers and teachers not only in Chile, but also internationally.
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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2021. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.