Carmel Roofe – författare

Curriculum Implementation Leadership and Equity in Education: Curriculum Struggles and Hopes in Jamaica During the Post-Independence Era takes a critical historical perspective on how curriculum is understood, tracing major national curriculum implementation efforts within primary and secondary schools in Jamaica from the 1970s to 2000s. Providing first-hand accounts of teachers implementing national curricula and supported by empirical data throughout, this volume offers a unique analysis and synthesis of curriculum implementation and showcases how curriculum implementation leadership is linked to the achievement of equity in education. A valuable resource for students, educators, and policymakers, this fascinating historical account provides a new framework and key considerations for effective curriculum implementation leadership aiming at reducing educational inequality.

Curriculum Implementation Leadership and Equity in Education: Curriculum Struggles and Hopes in Jamaica During the Post-Independence Era takes a critical historical perspective on how curriculum is understood, tracing major national curriculum implementation efforts within primary and secondary schools in Jamaica from the 1970s to 2000s. Providing first-hand accounts of teachers implementing national curricula and supported by empirical data throughout, this volume offers a unique analysis and synthesis of curriculum implementation and showcases how curriculum implementation leadership is linked to the achievement of equity in education. A valuable resource for students, educators, and policymakers, this fascinating historical account provides a new framework and key considerations for effective curriculum implementation leadership aiming at reducing educational inequality.

Sustainable Development Goal 4 seeks to 'Ensure inclusive and equitable quality education for all and promote lifelong learning opportunities for all.' It acknowledges that quality education is a foundational necessity for sustainable development and an enhanced quality of life. SDG4 - Quality Education: Inclusivity, Equity and Lifelong Learning For All explores the multifaceted and complex nature of the concepts of inclusivity and quality education. Drawing examples from two different country contexts (Latvia and Jamaica), the book explores how and why inclusive and quality education is critical to sustainable development. It considers the indicators of inclusive and quality education, how the concept of education for sustainable development is evolving, and the ways in which these indicators are being pursued. The book pays specific attention to the roles of teachers, teacher educators, and the curriculum in the attainment of inclusive and quality education and 21st Century skills for a sustainable society. Concise Guides to the United Nations Sustainable Development Goals comprises 17 short books, each examining one of the UN Sustainable Development Goals. The series provides an integrated assessment of the SDGs from economic, legal, social, environmental and cultural perspectives.

Winner of an AESA Critics’ Choice Award 2023This book offers first-person narratives of teachers’ curriculum encounters. The reflections of teachers are presented using Pinar’s Method of Currere as a tool for undertaking deep analysis of teachers’ curriculum encounters. The Method of Currere allows teachers to embody curriculum in all its forms, allowing for reflection on encounters in the formal, informal, hidden curriculum and beyond. The book aims to provide readers with a broad understanding of curriculum as the lived experience encapsulating the educational, personal, and professional life of the teacher. In this way teachers are able to trace and make sense of the development of their knowledge and make changes that lead to the continuous offering of quality education. The book will be of interest to students, scholars and practitioners involved in curriculum studies, teacher education/training, teaching, and general education.

social justice and teacher preparation curriculum, language education curriculum, early childhood education and music, curriculum as praxis, curriculum and globalisation, science curriculum, teacher leadership in curriculum implementation, as well as curriculum and history.