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Please use this identifier to cite or link to this item: http://ntour.ntou.edu.tw:8080/ir/handle/987654321/38699

Title: Mapping or tracing? Rethinking curriculum mapping in higher education
Authors: Chia-Ling Wang
Contributors: 國立臺灣海洋大學:教育研究所
Keywords: curriculum mapping;curriculum map;Deleuze;Guattari;rhizome
Date: 2015
Issue Date: 2016-10-28T06:22:22Z
Publisher: Studies in Higher Education
Abstract: Abstract:Curriculum mapping has been emphasized in recent curriculum innovations in higher education in the drive for global competitiveness. This paper begins by providing an outline of current discourses of curriculum mapping in higher education. Curriculum mapping is frequently associated with outcome-based learning and work readiness, and guiding the learner/traveler towards a “prosperous” future. Critiquing this perspective, this article explores other implications of maps (or mapping) in curriculums from a philosophical viewpoint, mainly derived from Gilles Deleuze and Félix Guattari’s account of mapping. The paper is intended to overturn the current “sedentary” thinking about curriculum mapping, and to encourage alternative perspectives on curriculum practices. The paper concludes with the view that, in Deleuze and Guattari’s terms, current practices of curriculum mapping trace rather than map the ideas, and the paper highlights the value in seeing curriculum mapping rhizomatically.
Relation: 40(9), pp.1550–1559
URI: http://ntour.ntou.edu.tw:8080/ir/handle/987654321/38699
Appears in Collections:[教育研究所] 期刊論文

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