Le volume 37, 3 du Curriculum Journal vient de paraître, offrant un ensemble de contributions qui explorent les enjeux contemporains de la conception et de la mise en œuvre des curriculums.
Ce numéro aborde particulièrement les dynamiques de justice curriculaire, de décolonisation des savoirs et d’innovation pédagogique, en croisant des perspectives théoriques et des études de cas variées. Les articles interrogent notamment l’intégration des technologies et de l’intelligence artificielle dans le curriculum, ainsi que les tensions entre normes institutionnelles et pratiques professionnelles.
Plusieurs contributions mettent en lumière des approches locales ou disciplinaires, tout en questionnant leur articulation avec des cadres globaux ou des objectifs sociétaux, tels que l’égalité de genre ou la durabilité. Les réflexions sur l’adaptation des curricula aux contextes spécifiques, qu’ils soient géographiques, culturels ou éducatifs, constituent un fil conducteur marquant. Ce numéro mérite d’être signalé pour son apport aux débats actuels sur l’évolution des systèmes éducatifs.

Sommaire

An ecological curricular model of English as an international language (
EIL
) education
Ghaith

Curricular justice in an age of compliance: Practitioner dialogues on professional agency
Riley, Schaeffer, Hazzard, Rich, Iannacci, Hibbert

Reimagining the
GCSE
English resit curriculum—A dialogue between further education practice and decolonial pedagogy
Sohdi, Kousisis

Generative Artificial Intelligence in education: Models, Frameworks and the proposal for a new vertical K‐12 Digital Curriculum
Marzano, Maniglio, Senese, Diolaiuti

Institutional and longitudinal faculty development as strategic enablers of curricular integration in medical education
Al Rashid

Citizenship education and gender equality: A critique of action plans in Greek secondary schools
Peleki, Nikolaou

Curriculum in Professional Practice: Curricular justice as professional practice
Healy, Courtney, Paddle

Issue Information

That’s not my kingdom: Exploring mycology through children’s literature
O’Shea, Danby, Beaumont

Exploring hidden curriculum discourses in learning outcomes studies: A bibliometric analysis
Wathani, Johan

Empowering teachers and fostering pupil climate action in Welsh primary schools
Rudd, O’Connor, Lublin

Mathematical literacy: Parallels between the
PISA
mathematics framework and Vietnam’s mathematics curriculum
Truong, Nguyen

Local realities, global discourses and decolonising the curriculum in a post‐92
UK
context: Academic voices on enacting decolonial curriculum change
Sohdi

Curriculum development in higher education: A bibliometric analysis with insights from European and Turkish contexts
Aksoy

Sustainable curriculum innovation through educational design research in conservatoire education
Rumiantsev, van der Rijst, Admiraal

Curricular discourses of inclusion in India: A content analysis of the Class 7 textbook ‘exploring society—India and beyond’
Yadav

Butterflies of curriculum realisation: Investigating early implementation of the Curriculum for Wales
Glover, Sinnema, McAlister‐Wilson, Cole‐Jones, Duggan, Thomas

The in/visible curriculum: Noticed, named, enacted
Dennis

Curricular diversity in bachelor of medical imaging programmes: A comparative study of
UAE
universities
Awad, EL‐Sonbaty

Should the new statutory
RSHE
curriculum content be more student led? ‘The student voice’ as an integral component of a mental health promotion model in the secondary school setting
Rebholz

Developing a
Marketing
curriculum based on outcome‐based education: Integrating the flipped classroom approach and a group marketing plan project
Ma

Demystifying academic reading: A disciplinary literacy approach to reading across content areas By ZhihuiFang, New York and London: Routledge Taylor & Francis Group. 2024. 247 pages. €56.54 (paperback). ISBN: 978‐1‐003‐43225‐8
Bili, Putrayasa, Sudiana, Sanjaya

Integration of local wisdom in elementary school local content curriculum: A study in rural areas of Indonesia
Fathurrochman, Asnawan, Monita, Hasan