Curriculum Change and Climate Change: Inside outside Pressures in Higher Education

Autor/in	Fahey, Shireen J.
Titel	Curriculum Change and Climate Change: Inside outside Pressures in Higher Education
Quelle	In: Journal of Curriculum Studies, 44 (2012) 5, S.703-722 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2012.679011
Schlagwörter	Climate; Higher Education; Action Research; Teacher Researchers; Interdisciplinary Approach; Curriculum Development; Graduates; Rewards; Educational Change; Well Being; Environmental Education; Case Studies + Suchen Sie Ihr Suchwort? Klima; Hochschulbildung; Hochschulsystem; Hochschulwesen; Projektforschung; Lehrerforschung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Reward; Belohnung; Bildungsreform; Well-being; Wellness; Wohlbefinden; Umweltbildung; Umwelterziehung; Umweltpädagogik; Case study; Fallstudie; Case Study
Abstract	In higher education today, institutions are facing a number of challenges--including the challenge to create future-proof graduates. Higher education institutions have a particular mandate to develop future leaders and decision-makers capable of understanding and providing solutions to complex, global issues. Education programmes that focus on multi-disciplinary thinking are required to prepare future leaders to solve problems not yet known to be problems. Using a case study of a postgraduate climate change programme, this study illustrates the challenges addressed and resulting rewards when reforming the curriculum. Two theoretical curriculum models informed the re-imagination of the programme: objectives-based and action research following the process inquiry model. The reformation was undertaken by the programme teachers as researchers of their practice. To future-proof graduates, this study discusses how curricular intentions are aligned with the institution's capacity for action towards change. Avoiding a business-as-usual scenario when faced with complex, politicized and global issues such as climate change requires both programme and course curricula continuous evaluation and revision. Alignment with internal (university and teacher-level) goals and external directives is required. (Contains 1 figure and 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10