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Curriculum Change and Innovation$
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Yiu Chun Lo, A. Ka Tat Adamson, and John T. S. Lam

Print publication date: 2012

Print ISBN-13: 9789888139026

Published to Hong Kong Scholarship Online: May 2013

DOI: 10.5790/hongkong/9789888139026.001.0001

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Conclusion and Future Direction

Conclusion and Future Direction

Chapter:
(p.255) 11 Conclusion and Future Direction
Source:
Curriculum Change and Innovation
Author(s):

Shirley S. Y. Yeung

Publisher:
Hong Kong University Press
DOI:10.5790/hongkong/9789888139026.003.0011

With the fundamental curriculum concepts and methods introduced in the preceding chapters, it is hoped that readers can manage to devise alternative ways to design the most appropriate curriculum for the new generations in the twenty-first century. However, unless our community moves ahead with authentic reforms in education, the aims of the reforms will remain rhetorical or superficially implemented in classrooms. Hence, we stress in this chapter that curriculum change is pertinent to educational change. This stance is indeed supported by a famous academic of educational change, Michael Fullan. This chapter begins with an analysis of the perceptible threats we now face in our curriculum, followed by a brief account of ideas raised by some academics/researchers on how to reform the school curriculum. Curriculum trend, in relation to critical pedagogy and moral/value education, is also addressed. It is anticipated that readers will gain useful insights which are conducive to helping them shape their professional stance and vision in an era of change. Finally, it proposes some basic questions and principles for readers to consider when they deliberate on a future curriculum.

Keywords:   Curriculum change, Educational change, Critical pedagogy, Moral education, Future curriculum

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