课程
膨胀的
传记
社会学
大流行
教育学
体验式学习
2019年冠状病毒病(COVID-19)
数学教育
心理学
历史
医学
艺术史
材料科学
抗压强度
疾病
病理
传染病(医学专业)
复合材料
作者
Zheng Zhang,Rachel Heydon,Le Chen,Lisa Floyd,Hanaa Ghannoum,Susan Ibdah,Ayman Massouti,Jeff Shen,Hisham Swesi
摘要
Abstract Households with school‐aged children worldwide were affected by school closures caused by COVID‐19. Using a sociomaterial orientation and collective biography methodology, this study examined the household curricula of diverse families in Ontario, Canada with children in pre‐school through Grade 12. It found two distinct curricular phases to the pandemic, each with its own networked constituents, movements, and effects. Phase I involved learning at home during the lockdown in Spring and Summer 2020; Phase II involved online and face‐to‐face learning in the Fall of 2020. The constituents involved in curriculum making in Phase I were expansive and unexpected. Multiple timescales, modes, languages, and knowledge disciplines assembled to (re)configure households as learning spaces that produced novel opportunities for children's knowing, doing, and being. The makeup and movements of the Phase II assemblages were more of a return to the normalized boundaries of implemented school curricula that demarcated subject areas, languages, learning/play, learning/assessment, and body/mind. Concerned with questions of equity in/through curriculum, this study suggests a curriculum paradigm that foregrounds learners' and teachers' engagement with sociomaterial lifeworlds and their ethical relationship building with the more‐than‐human and the world.
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