William F Pinar
William F Pinar
The article argues that the Covid-19 crisis is a curriculum crisis, because it is a humanitarian crisis. Survival-physical, psychological, educational-is at stake. As educators have mobilized to meet the emergency, this introductory article...
Zahra Kasamali
Zahra Kasamali
The Covid-19 pandemic certainly amplifies the extent to which curriculum is adaptable, responsive, and proactive. These vulnerabilities, while daunting, can perhaps be welcomed as an invitation to reposition curricular priorities. Covid-19 ...
Darcy Courtland
Darcy Courtland
Questioning what knowledge is of most worth in the early weeks of North America's Covid-19 crisis, this article begins to reimagine the possibilities of curriculum in such unprecedented times. It reflects on the author's experiences as a do...
Radical investment in the curriculum in times of Covid-19: Can we question the anti-science discourses? [0.03%]
新冠肺炎疫情期间课程设置的根本性投资：我们能否质疑反科学言论？
Alice Casimiro Lopes
Alice Casimiro Lopes
This article questions the centrality of knowledge and learning in the curriculum, as well as the restriction of education to learning even when education is thought of as consisting of ways to combat anti-science discourses in the name of ...
Eun-Ji Amy Kim
Eun-Ji Amy Kim
The Covid-19 pandemic was a reminder of the importance of increasing connectivity amidst the accelerated rate of changes and disruptive events of our era. The need and the rationale for global citizenship education (GCED) were ever more emp...
Fay Bigloo,Sandra Scott,Douglas Adler
Fay Bigloo
The world is experiencing crises related to the cascading effects of anthropization. These crises result from imperialist and capitalist practices that categorize and exploit the other (e.g., the land, the water, and their resources and bei...
The viralization of online education: Learning beyond the time of the coronavirus [0.03%]
在线教育的病毒式传播：“新冠”疫情期间及之后的学习
Tatiana Stofella Sodré Rossini,Miriam Maia do Amaral,Edméa Santos
Tatiana Stofella Sodré Rossini
In response to the global crisis resulted from the spread of the coronavirus in Brazil, many schools and universities suspended face-to-face classes and began to offer remote classes using digital resources. In this unprecedented crisis, ed...
Using the pandemic to decolonize nature: Interrogating pragmatic education [0.03%]
利用疫情去殖民自然：质疑实用主义教育
William J Foley Jr
William J Foley Jr
This article seeks to use Dewey's interpretation of pragmatism and education as a model for how dominant notions of school exemplify a colonizing theory of nature. The article argues that Dewey sought to commodify nature as a tool for human...
Covid-19 and In(di)genuity: Lessons from Indigenous resilience, adaptation, and innovation in times of crisis [0.03%]
新冠肺炎与独创性：危机时期印第安人适应力、恢复力和创新的启示
Kiera Brant-Birioukov
Kiera Brant-Birioukov
In the midst of the global Covid-19 pandemic, educators are invited to pause and reconsider the legacies this crisis will leave for future generations. What lessons do we take forward in a post-Covid-19 curriculum? This article contemplates...
Why flipping the classroom is not enough: Digital curriculum making after the pandemic [0.03%]
疫情之后翻转课堂不够了：后疫情时代的数字课程建设
Susanne Backes,Isabell Baumann,Dominic Harion et al.
Susanne Backes et al.
To slow down the proliferation of Covid-19, governments virtually shut down public life, temporarily closed schools, and forced teaching to be done exclusively on a remote basis. These measures offer an opportunity to reexamine conventional...