Alexander Standish
Biographic Data
| ID | 6466895 |
|---|---|
| NAME | Alexander Standish |
| GIVEN NAMES | Alexander |
| FAMILY NAME | Standish |
| SIGNATURE | STANDISH A |
| AFFILIATIONS | Institute of Education, University College London , 20 Bedford Way, London WC1H 0AL , United Kingdom |
| ORCID | 0000-0003-4170-0823 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Liberal Humanism, Decolonising the Curriculum and the Im-portance of Epistemic Boundaries
Boundaries are how we construct meaning for concepts, language and social institutions, including the educational space of schools and content of the curriculum. Decolonial curriculum approaches have their own boundaries based on political identities and social hierarchies, while challenging the contemporary boundaries that give meaning to the school curriculum, academic knowledge and Western culture. In this theoretical paper, I examine how the …
Towards an educational case for social and political issues in the geography curriculum
Whilst social and political issues have an important role in the geography curriculum, the long-term erosion of the value and insularity of disciplinary knowledge in society and the curriculum has blurred the distinction between educational aims and political advocacy in classrooms. Increasingly, teachers, policymakers, and nongovernmental organizations (NGOs) instrumentalize the curriculum with respect to their political objectives, including cl…
No prominent works on this page.
Towards an educational case for social and political issues in the geography curriculum
Whilst social and political issues have an important role in the geography curriculum, the long-term erosion of the value and insularity of disciplinary knowledge in society and the curriculum has blurred the distinction between educational aims and political advocacy in classrooms. Increasingly, teachers, policymakers, and nongovernmental organizations (NGOs) instrumentalize the curriculum with respect to their political objectives, including cl…
Liberal Humanism, Decolonising the Curriculum and the Im-portance of Epistemic Boundaries
Boundaries are how we construct meaning for concepts, language and social institutions, including the educational space of schools and content of the curriculum. Decolonial curriculum approaches have their own boundaries based on political identities and social hierarchies, while challenging the contemporary boundaries that give meaning to the school curriculum, academic knowledge and Western culture. In this theoretical paper, I examine how the …
Curriculum (2 works) · Global Educational Policies and Reforms (2 works) · Politics (2 works) · Curriculum development (1 work) · Decolonial Thought and Epistemologies (1 work) · Discipline (1 work) · Economic growth (1 work) · Economics (1 work) · Education theory (1 work) · Educational Theory and Curriculum Studies (1 work)