Towards a meta-modern paradigm of curriculum: Transcendence of a mistaken reliance on theory

Abstract

A meta-modern paradigm of curriculum and teachers’ empowerment aims at transcending the difficulties and negative side effects of both modern and postmodern approaches to curriculum reform. Meta-modern approaches focus on the participation of teachers and students in a network of relationships that support new insights into curriculum understandings and practices. Situated learning in communities of teachers’ and students’ and reflection in thoughts and actions in a social, cultural and institutional context encourage and support the provision of differentiated opportunities for persons with biography. This appliesnot only to mind and skills but also the principles underlying the No Child Left Behind Act.