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Abstract
Curriculum, as an expression of legitimate knowledge, should be seen as something political rather than technical, that is, as the result of complex power relations and struggles among identifiable stakeholder groups. In Shanghai, curricular reform, which traditionally assumes the crucial task of cultivating responsible citizens, has sought to situate education as an instrument of ideological indoctrination, at least to some extent. However, due to economic and social changes, such as those related to globalisation and modern ideals of educational development, curricular reform has undergone remarkable ideological changes that have given rise to paradoxes between policy and practice. This article explores the evolution of curricular policy and the ways in which it emerges in a paradoxical relationship to practice by analysing the relationship between curricular knowledge and power in Shanghai.
Acknowledgments
Many thanks to Jie Wu, RuiRui Zhu & HuanChun Chen to help polish this paper.
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No potential conflict of interest was reported by the author.
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Zhongjing Huang
Dr Huang Zhongjing is Professor of Education and the Head of the Department of Education at East China Normal University in China. He is also Vice-Director of the National Institute of Schooling reform and Development sponsored by Ministry of Education. He has wide research experience in the areas of educational policy, school reform, and comparative education. He has published 12 books and over 100 academic articles. Notably, he is author of Knowledge, Power and Control: Curriculum Culture in Basic Education (2003), Curriculum Policy (2010), An Introduction to Education Policy (2011), and China Road: Basic Educational Change in the Context of Globalization (2016).