Consequences of Neoliberal Traits in Curriculum Design; English Influences and the Implementation of Moral Education in Schools in the United Arab Emirates

Autor/in	Green, Christopher
Titel	Consequences of Neoliberal Traits in Curriculum Design; English Influences and the Implementation of Moral Education in Schools in the United Arab Emirates
Quelle	In: Globalisation, Societies and Education, 20 (2022) 5, S.669-681 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Green, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2021.1993150
Schlagwörter	Neoliberalism; Inclusion; Diversity; Foreign Countries; Moral Development; Moral Values; Well Being; Relevance (Education); Educational Change; Equal Education; Educational Policy; Interdisciplinary Approach; Critical Thinking; Standards; Educational History; Curriculum Design; Values Education; International Relations; United Arab Emirates; United Kingdom (England) + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Inklusion; Ausland; Moralische Entwicklung; Moral value; Ethischer Wert; Well-being; Wellness; Wohlbefinden; Relevance; Relevanz; Bildungsreform; Politics of education; Bildungspolitik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kritisches Denken; Standard; History of education; Bildungsgeschichte; Lehrplangestaltung; Werterziehung; Internationale Beziehungen; Vereinigte Arabische Emirate
Abstract	Testing explanations of 'neoliberalism in education', this article explores whether neoliberal policy facilitates curricula that include moral development for the 'common good', or whether unintended consequences actually eviscerate the very nature of moral education. England's contribution to curriculum design in the United Arab Emirates (UAE) has set planning within broadly accepted 'market' philosophies drawn from the 'reforms' of the 1980s. Reactionary implementation of moral education as an additional separate, statutory and tested subject into an already crowded curriculum in the UAE raises questions over authenticity, relevance and quality. The global economic and diplomatic influence of the UAE is high and rising, with similar trends for other economies in the region. However, as elsewhere, issues about inclusivity, equality, diversity, identity and wellbeing are pressing curricula content, particularly around values in personal, social, moral, environmental and economic responsibility, and 'the historical record'. Building upon lessons in the authoritative account, "Development of Moral Education in the UAE: Lessons to be Learned" (Pring, R. 2018. "Development of Moral Education in the UAE: Lessons to Be Learned." Oxford Review of Education. doi:10.1080/03054985.2018.1502169), the paper seeks reconciliation away from ranked performance measures and compartmentalised subject additions and towards greater cross-curricula integration, critical thinking and moral action. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01