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Curricular Contextualization: Tracking the Meanings of a Concept

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Abstract

The concept of education has been evolving to include social concerns in the teaching and learning process (Kärkkäinen, OECD Education working paper, 2012), bringing about more attention to distinct contexts and realities in which schooling occurs. This has led to an expansion of the concept of curricular contextualization in educational, political, and curricular discourses (Smith, Clearing 118:6–43, 2005; Dowden, Aust Educ Research, 34:51–71, 2007), nevertheless, this concept needs some clarification. This article does so through a literature review process, while contributing to knowledge production through the identification of theoretical perspectives concerning curricular contextualization. The literature review process enabled the definition and mapping of this concept, and the identification of five approaches through which curricular contextualization can be developed. These approaches are: curricular contextualization focused on the place, on the student, on the pedagogical practice, on the attention to diversity, and on disciplinary contents.

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Authors and Affiliations

  1. Centre for Research and Intervention in Education, Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal

    Preciosa Fernandes, Carlinda Leite, Ana Mouraz & Carla Figueiredo

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  1. Preciosa Fernandes
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  2. Carlinda Leite
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  3. Ana Mouraz
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  4. Carla Figueiredo
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Correspondence to Preciosa Fernandes.

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Fernandes, P., Leite, C., Mouraz, A. et al. Curricular Contextualization: Tracking the Meanings of a Concept. Asia-Pacific Edu Res 22, 417–425 (2013). https://doi.org/10.1007/s40299-012-0041-1

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