Recently a major review was published by the Mathma Ghandi Institute on the history, state and desired future of education in light of current global challenges. Hundreds of scholars contributed to the 10 chapters spanning almost 400 pages – see the ToC below.
While I am somewhat allergic to ‘evidence-based’ – mainly because of its pre-occupation with measurement, proof and the truth which typically marginalises meaning-making, inclusion of alternative ways of knowing and social emotional and embodied forms of learning – I did sign on to co-lead Chapter 8 on Curriculum and Pedagogy in a Changing World, along with Curriculum Guru William Pinar and emerging scholar and activist Thomas Macintyre.
We were supported by 16 authors from Asia, Latin America, North America, Africa and Europe. The resulting chapter, is not so much evidence-based but rather is evidence informed combined with the collective wisdom of all contributors.
Wals, A., Pinar, W., Macintyre, T., Chakraborty, A., Johnson-Mardones, D., Waghid, Y., Tusiime, M., Le Grange, L. LL, Razak, D.A., Accioly, I., Xu, Y., Humphrey, N., Iyengar, R., Chaves, M., Herring, E., Vickers, E.A., Santamaria, R.D.P., Korostelina, K.V. and Pherali, T. (2022) ‘Curriculum and pedagogy in a changing world’ in Vickers, E.A., Pugh, K. and Gupta, L. (eds.) Education and context in Reimagining education: The International Science and Evidence Based Education Assessment [Duraiappah, A.K., Atteveldt, N.M. van et al. (eds.)]. New Delhi: UNESCO MGIEP.