Scottish Curriculum for Excellence Towards a Social and Cognitive Justice Curriculum

• 발행기관: Asian Qualitative Inquiry Association
• 저자명: Martyn Glancy
• 간행물 정보: 『Asian Qualitative Inquiry Journal』Vol.4 No.1, 15~26쪽, 전체 12쪽
• 주제분류: 복합학 > 학제간연구
• 파일형태: PDF
• 발행일자: 2025.06.30

국문 초록

It is unlikely that humanity ever thought it would reach the third decade of the twenty-first century with the challenges it faces. Although all societies naturally face new challenges, the truth is that contemporary societies are not only faced with new challenges - the case of ecological disasters exemplifies this - but the violent resurgence of old wounds that were thought to be eradicated or at least mitigated: poverty, hunger, inequalities, increasing immigration, human trafficking, sexual exploitation of minors and women, the explosion of nationalist impulses, wars, and global pandemics. These are wounds that utopic perspectives of politicians claimed could be eradicated, however, they became aggravated under the global, neoliberal consulate. In universities, specifically in programs with a critical inclination, we learned that these wounds were social constructions (Berger & Luckman, 1966), which is why human beings have the full capacity to eliminate them and build a more just and decent humanity (Apple, 1979). However, reality painfully shows us how humanity has been incapable of deconstructing these social constructs and preventing them from worsening. Alarmingly, we do not see social institutions, including schools, capable of helping to deconstruct an iniquitous humanity. Alternatively, to be more precise, I argue that even though our Scottish educational institutions are, at least discursively, oriented towards social equality, the fact is that they have been unable to deconstruct the logic underlying this inequality and social injustice. Specifically, this research aims to explore alternative modes of delivering education by engaging directly with curriculum policy docu-ments and review papers. It is uniquely positioned as it affords textual analysis and writing as enquiry, the opportunity to dance with an autobiographical lens, offering a unique perspective from behind the chalkboard for social justice in Scottish education.

목차

Introduction

Theoretical framework

Methodological framework

Textual analysis

The power of the personal

Writing as inquiry

Conclusion

키워드

school justice inequality Scottish education curriculum cognitive justice