First Fagnostics: Queering Art Education

This article advocates for a “fagnostic” pedagogy that acknowledges the queer aspects of education in relation to not knowing, of the unknown, of the unknowable, making spaces and opportunities for becoming art educator. The article defines fagnostic, questions the assumptions of heteronormative, binary pedagogies, and considers the possibilities of queering the spaces of art education practice to be more inclusive and culturally sustainable in the 21st century

Understanding China’s Curriculum Reform for the 21st Century

This article uses curriculum-making frameworks to analyse and reconstruct the Chinese curriculum-making model and unpack the dynamics, complexity and constraints of China's curriculum reform since the early 1990s. It argues that curriculum reform is China's main human capital development strategy for coping with the challenges of the 21st century, and that the state plays an important role in the reform of curriculum-making mechanisms and in the social distribution of knowledge, skills and dispositions through curriculum making. Data are drawn from a discourse analysis of public texts, such as official documents and curriculum standards. This study has four major findings. First, China uses curriculum reform as a key strategy to counter manpower-related global challenges and to empower the country in the 21st century. Second, to this end, China has re-oriented its curriculum making from a state-dominated model to one that is state-led, expert-assisted and evidence-based. Third, China's new curriculum reflects the increasing tension between globalization and nationalism; while preparing its students to compete globally, China also urges them to identify with and take pride in the nation's achievements and culture. Fourth, Chinese curriculum reform for the 21st century may not unfold as the state expects, as it is constrained by curricular and extra-curricular factors.postprin

IMPLEMENTASI KETERAMPILAN ABAD 21 DALAM KEGIATAN PEMBELAJARAN DI SDN CIPAYUNG 01 KABUPATEN BOGOR

This study aims to determine 21st century skills in learning activities. The 21st century skills in question include planning teaching materials, presenting problems, creating discussion groups, and making presentations. The activities carried out are project-based learning or project-based learning. This research was conducted from June to August 2022, at SDN Cipayung 01, Cibinong, Bogor District. The research design that the researcher uses is descriptive qualitative with the methods of interview, observation, and documentation. This study contains the activities of classroom teachers in providing action to students, especially in providing 21st century skills which require students to be ready to face challenges in the future

Exploring 21st Century Learning in Virginia Secondary School Technology and Engineering Classrooms: A Hermeneutic Phenomenological Study

The purpose of this phenomenological study was to examine how integrative STEM teachers utilize the Standards for Technological and Engineering Literacy (STEL) to foster and assess 21st-century learning in technology and engineering classes at multiple Virginia public secondary schools. The theory guiding this study was Kolb’s experiential learning theory, which integrates nine learning theories into an innovative cyclical learning process that is like the engineering design loop. This hermeneutic phenomenology included 15 Virginia technology and engineering schoolteachers (Grades 6-12) who purposefully taught multiple academic disciplines and utilized the eight practices of the STEL in the context of their curriculum to foster 21st-century learning. Data collection included individual interviews, journal prompts, and physical artifacts (lesson plans, assessment tools, etc.). Data were entered into the Delve data analysis software and were analyzed using Van Manen’s hermeneutic phenomenological theory for common themes regarding the fostering and assessment of 21st-century literacy. The themes extracted from the data included measuring 21st-century learning, developing 21st-century curriculum, and the eight practices of technology and engineering educators: creativity, collaboration, communication, critical thinking, optimism, attention to ethics, systems thinking, and making and doing. The findings indicated that integrative STEM methodology, multidisciplinary instruction, and the eight practices of the STEL fostered 21st-century learning. This study’s significance was to add to the available literature on integrative STEM education and the STEL fostering 21st-century learning